中小学校长变革型领导行为与领导效能的关系研究--基于11省市的实证调查

An Empirical Study of the Relationship Between School Principals’ Behavior and Effectiveness of Transformational Leadership

自1978年伯恩斯(Burns)提出变革型领导理论以来,该理论逐渐在企业管理、行政管理以及学校管理等领域引起了广泛关注,并被证实为推动学校变革和发展的主要模式。本研究通过自主研发《中小学校长变革型领导行为效能测量问卷》,对广东、湖北与四川等11省(市)343位中小学校长展开调查,对中小学校长变革型领导行为效能进行实证研究。研究发现,在控制学校情境变量与校长个人特征变量之后,校长的领导魅力、个性化关怀、智能激发以及学校发展规划自主权对校长领导效能有显著积极影响。研究认为,一方面,中小学校长要转变传统的领导方式,实行变革型领导;另一方面,中小学校长领导效能的提升要着眼于校长办学自主权的落实,并完善监督机制以保证校长自主权使用的科学性。

Since Burns proposed the transformational leadership theory in 1978,the theory has gradually attracted extensive attention in areas such as business management,administration,and school management,and has proven to be the major model for promoting school change and development.Using self-designed questionnaire "A Survey of behavior and Effectiveness of School Principals’ Transformational leadership",the author of this paper investigated 343 primary and secondary school principals from 11 provinces(municipalities) including Guangdong,Hubei and Sichuan.The study finds that after controlling the variables of the school context and the principal’s personal characteristics,the principal’s leadership charisma,personalized care for others,ability to stimulate intelligence and autonomy in planning school’s development have a significant positive impact on the principal’s leadership effectiveness.Therefore,to enhance the leadership effectiveness,while school principals should change their traditional style of leadership to transformational leadership,they should be given more autonomy.In addition,supervision mechanism should be perfected to ensure that principals correctly exercise autonomy.