伙伴协作中的校长领导力:边界工作的视角

Principal Leadership in School Partnership:A Boundary Work Perspective

教育领域中多样伙伴关系的缔结对校长内外影响力的发挥提出了新要求。从边界工作的视角出发,基于对某大学-商界-学校伙伴协作项目的质化个案研究,本文发现校长们运用协调、蕴含、弱化等不同的边界工作策略,有效地实现了大学、商界资源与知识向学校改进所需人力、财力、智力与文化的转移与转化。与此同时,校长们亦在平衡、推动与维护着各界的利益边界,透过鼓舞各方的相互参与,促成了“学校改进者”共同承诺的达成。在伙伴协作中,作为对内的“守门人”与向外的“桥梁”,校长领导力的发挥需要在破界、建界与守界工作中,建立以教育专业为基础的互动空间,在维护教育行业专业性的基础上促进资源转化与创新知识的生成。

The inclusion of diverse partnerships in education has created new requirements for principals to exert influence both internally and externally.From the perspective of boundary work,based on a qualitative case study of a university-business-school partnership in Hong Kong,it is found that principals have used different boundary work strategies,such as negating,embodying and downplaying boundaries,to effectively transfer and transform university and business resources and knowledge to the human,financial,intellectual,and cultural climate needed for school improvement.At the same time,principals are balancing,promoting,and maintaining the boundaries of interest,and inspiring mutual engagement to achieve the shared commitment of"school improvers".In school partnership,principals'leadership,as gatekeepers and"bridges"to the outside of the school,involves breaking down,building and maintaining boundaries,creating"boundary space"of interaction based on educational expertise,and promoting the generation of resources and innovative knowledge while maintaining the professionalism of teachers.