校长领导力提升：个性特质与组织环境哪个更重要？

doi:10.16382/j.cnki.1000-5560.2025.06.007

摘要/Abstract

摘要：

内生性主体养成与外生性环境塑造通常被认为是校长领导力形成的主要途径，但尚未有实证研究探讨二者对校长领导力提升的相对重要性。面向中小学校长群体开展问卷调查，探究个性特质与组织环境对校长领导力的影响效应。研究发现：个性特质是校长领导力提升的主导力量，环境的影响不到三成（23.95%），换言之，校长领导力提升与否“七分靠打拼”；外向性、开放性、责任感特质和上级支持感对校长领导力呈现正向影响；办学自主权对校长领导力发展产生“过犹不及效应”，呈“拐点偏移的倒U型”特征；上级支持感对校长领导力的影响为“雪中送炭”式，相比于专家型校长，其对成长型校长的边际效应更高；培养责任感特质有助于校长领导力实现“提低扩中”，有效缩小校长领导力发展的群体差异；强化外向性和开放性特质对校长领导力的影响为“锦上添花”式，推动专家型校长形成“优势叠加效应”，有助于其向卓越校长转变。基于此，建议从优化校长遴选标准，设计分类支持性计划，确保“放权”与“管控”的动态平衡三方面为提升校长领导力助力。

关键词: 校长领导力, 个性特质, 办学自主权, 上级支持感

Abstract:

Endogenous subject formation and exogenous environment shaping are usually regarded as the main pathways to the formation of principal leadership, but no empirical research has been conducted to explore the relative importance of the two on the enhancement of principal leadership. A questionnaire survey was conducted among a group of primary and secondary school principals to investigate the effects of personality traits and organizational environment on principal leadership. The study found that personality traits were the dominant force in principal leadership enhancement, while the influence of environment was less than thirty percent (23.95%). In other words, whether or not principal leadership is improved “depends on the struggle”, while extroversion, openness, sense of responsibility and sense of support from superiors have a positive impact on principal leadership. Also, autonomy of school running has a “too little too late effect” on the development of principal leadership, showing a “shifting inflection point effect”. The influence of superior support on the leadership of principals is in the form of “sending charcoal in snowy weather”, which has a higher marginal effect on growth-oriented principals than that of expert principals. In addition, the development of the trait of sense of responsibility enables principals to “raise the low and expand the middle”. The development of the trait of sense of responsibility helps principals to realize “raising the low and expanding the middle”, effectively narrowing the group differences in the leadership development of principals. Finally, trengthening the trait of extroversion and openness has an “icing on the cake” effect on the leadership of principals, promoting the expert principals to form a “superposition effect of advantages”, helping them to develop towards excellence.Based on this, it is recommended that we optimize the selection criteria for principals, design supportive programs, and ensure a dynamic balance between “decentralization” and “control” in order to promote the enhancement of principal leadership.

Key words: principal leadership, personality traits, school autonomy, sense of support from superiors

刘莉莉, 李庆豪, 鲍红莹. 校长领导力提升：个性特质与组织环境哪个更重要？[J]. 华东师范大学学报(教育科学版), 2025, 43(6): 99-115.

Lili Liu, Qinghao Li, Hongying Bao. Principal Leadership Enhancement: Personality Traits or Organizational Environment？[J]. Journal of East China Normal University(Educationa, 2025, 43(6): 99-115.

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	变量	操作化定义	均值	标准差
自变量	上级支持感	采用李克特五级量表分数越高，表示校长对于组织环境的感知越显著	3.864	0.734
	办学自主权	采用李克特五级量表分数越高，表示校长对于组织环境的感知越显著	3.692	0.750
	外向性特质	采用李克特五级量表分数越高，表明校长相应人格特质表现越明显	3.935	0.723
	开放性特质		4.022	0.723
	责任感特质		3.970	0.732
因变量	校长领导力	树立愿景、发展教师、重构组织和教学管理 4个分维度分值加总取均值	4.059	0.656
因变量子维度	树立愿景	采用李克特五级量表分数越高，表明校长在该维度的领导力表现越好	3.863	0.783
	发展教师		4.217	0.732
	重构组织		4.008	0.708
	教学管理		4.149	0.750
控制变量		性别：男性赋值为1，女性赋值为2	1.370	——
		年龄：分别赋值-30岁以下赋值为1；31—40岁赋值为2；41—50岁赋值为3； 50岁以上赋值为4	3.120	——
		受教育水平：分别赋值-大专及以下赋值为1；本科赋值为2；硕士赋值为3；博士赋值为4	2.018	——
		学段：分别赋值-小学赋值为1；初中赋值为2；九年一贯制赋值为3；高中赋值为4；完全中学赋值为5	2.053	——
		学校位置：分别赋值-市区赋值为1；县城赋值为2；乡镇赋值为3；农村赋值为4	1.953	——
		名校长工作室情况：分别赋值-名校长工作室成员赋值为1；名校长工作室主持人赋值为2；未加入名校长工作室赋值为3	2.510	——

变量	题目信度STD	多元相关平方SMC	组合信度CR值	平均方差萃取AVE	内部一致性系数
校长领导力	0.742-0.907	0.550-0.823	0.955	0.590	0.968
上级支持感	0.906-0.924	0.529-0.776	0.928	0.682	0.926
学校自主权	0.833-0.942	0.465-0.792	0.794	0.567	0.896
外向性特质	0.774-0.832	0.633-0.793	0.869	0.689	0.865
开放性特质	0.808-0.881	0.603-0.812	0.888	0.726	0.886
责任感特质	0.721-0.846	0.491-0.816	0.851	0.657	0.842

自变量	模型（1）	模型（2）	模型（3）	模型（4）	模型（5）	模型（6）	模型（7）	模型（8）
自变量	校长领导力	校长领导力	校长领导力	校长领导力	树立愿景	教学管理	发展教师	重构组织
控制变量
性别	0.089	0.108***	0.099***		0.036	0.177***	0.161***	0.022
性别	(0.059)	(0.038)	(0.037)		(0.064)	(0.051)	(0.046)	(0.040)
年龄	0.056	0.061***	0.058***		0.012	0.095***	0.069**	0.055**
年龄	(0.034)	(0.022)	(0.022)		(0.034)	(0.032)	(0.028)	(0.022)
受教育水平	0.155***	0.017	0.009		0.015	0.042	−0.000	−0.019
受教育水平	(0.056)	(0.045)	(0.045)		(0.079)	(0.071)	(0.051)	(0.045)
学段	0.051**	0.012	0.006		0.011	−0.005	0.020	−0.002
学段	(0.022)	(0.014)	(0.013)		(0.025)	(0.017)	(0.017)	(0.015)
名校长工作室	−0.108***	−0.002	−0.007		0.004	0.010	−0.020	−0.020
名校长工作室	(0.031)	(0.022)	(0.021)		(0.036)	(0.032)	(0.024)	(0.020)
学校位置	−0.072**	−0.030*	−0.029*		−0.053*	−0.056**	−0.016	0.009
学校位置	(0.031)	(0.018)	(0.017)		(0.030)	(0.024)	(0.022)	(0.018)
个性特质
外向性特质		0.129***	0.096**	0.091**	0.073	0.079	0.087*	0.145***
外向性特质		(0.043)	(0.039)	(0.040)	(0.064)	(0.055)	(0.045)	(0.045)
开放性特质		0.252***	0.212***	0.212***	0.181**	0.247***	0.256***	0.165***
开放性特质		(0.053)	(0.049)	(0.050)	(0.074)	(0.068)	(0.061)	(0.059)
责任感特质		0.360***	0.314***	0.328***	0.339***	0.287***	0.306***	0.322***
责任感特质		(0.050)	(0.050)	(0.050)	(0.078)	(0.061)	(0.058)	(0.057)
组织环境
上级支持感			0.222***	0.221***	0.162***	0.216***	0.235***	0.275***
上级支持感			(0.041)	(0.042)	(0.055)	(0.049)	(0.046)	(0.045)
学校自主权			0.457**	0.514***	0.758**	0.729***	0.340	0.002
学校自主权			(0.186)	(0.187)	(0.346)	(0.277)	(0.257)	(0.170)
学校自主权平方			−0.071***	−0.078***	−0.114**	−0.113***	−0.056	0.001
学校自主权平方			(0.026)	(0.026)	(0.048)	(0.039)	(0.035)	(0.022)
常数项	3.759***	0.776***	−0.231	−0.097	−0.346	−0.736	−0.125	0.283
常数项	(0.230)	(0.218)	(0.377)	(0.344)	(0.685)	(0.574)	(0.509)	(0.363)
观测值	552	552	552	552	552	552	552	552
$ {R}^{2} $	0.077	0.635	0.674	0.662	0.381	0.500	0.595	0.712
F检验	7.598***	276.570***	26.808***	——

变量		校长领导力
变量		Shapley值	Shapley值分解贡献率	位次	Owen值分解群组贡献率
个性特质	外向性特质	0.104	15.42%	4	71.19%
	开放性特质	0.174	25.88%	2
	责任感特质	0.201	29.89%	1
组织环境	上级支持感	0.139	20.62%	3	23.95%
组织环境	学校自主权	0.014	3.33%	5	23.95%
个体特征控制变量	性别	0.008	1.13%	4.86%
	年龄	0.008	1.21%
	受教育水平	0.002	0.30%
	学段	0.001	0.21%
	名校长工作室情况	0.004	0.55%
	学校位置	0.010	1.46%

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