教育督导中“督”与“被督”的关系困境及调适策略——资源依赖理论视角

Dilemma of the"Supervisor"and the"Supervised"Relations in Educational Supervision and Its Adjustment Strategies——A Perspective from Resource Dependency Theory

督导主体与督导对象的关系对教育督导成效具有重要影响。然而在政策、实践和理论等不同语境下,教育督导组织(督导主体)与学校(督导对象)之间却都表现出一种张力关系。借助资源依赖理论进行分析,这一方面源于双方法律关系不对等,另一方面源于双方资源供给与需求的不对称。建议:教育督导组织强化其公共和专业职能属性,提升资源供给力;学校主动回应外部督导压力,提高资源集聚力,从而使双方在双向属性关系框架下构建起既有纵向的权威与服从,也有横向的协商与合作的关系模式,共同推动学校高质量发展。

The relations between the supervisory body and the supervised subject has a significant impact on the effectiveness of educational supervision.However,in different contexts such as policy,practice,and theory,there is a tense relations between educational supervision organizations(supervisory body)and schools(supervised subject).Drawing on the resource dependence theory,the tension arises from two aspects:the unequal legal relationship and an asymmetry in the supply and demand of resources.Suggestions are given that educational supervision organizations should strengthen their public and professional functions and enhance their resource supply capacity;schools should actively respond to external supervision pressures and improve their resource aggregation capabilities;and the two sides should build a relationship model under the framework of dual attribute that includes both vertical authority and obedience,as well as horizontal negotiation and cooperation,to jointly promote the high-quality development of schools.