Art and artistry in the theory and practice of educational administration: a study of twenty-five headteachers in rural China
Art and artistry in the theory and practice of educational administration: a study of twenty-five headteachers in rural China
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教育管理理论与实践中的艺术与艺术：对中国农村二十五位校长的研究
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Jun Zhang
中科院分区：
文献类型：
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作者：
P. Ribbins;Jun Zhang
近年来，人们对狭隘的机械论和工具论的领导理论和实践越来越不抱幻想。这一发展的一个关键方面是，人们越来越关注艺术和美学对提高领导力的理解和改进领导力实践的贡献。许多作家也开始把领导艺术和领导艺术视为一种艺术，本专著借鉴了这些思想，特别是孙子的著作，在较小程度上也借鉴了克劳塞维茨关于战争艺术的著作，以便为研究领导艺术和领导者的艺术性建立一个初步框架。本研究采用访谈法对云南省25名中小学校长的生活和职业生涯进行了研究。有些调查结果令人担忧。接受采访的人中很少有人希望成为教师。大多数人这样做是因为他们别无选择，没有其他选择，或者没有更好的选择。大多数人承认，他们在国家考试中的成绩不够好，无法选择更理想的职业。教学被认为要求很高，地位低，工资低，相当多的少数人只是因为惰性或缺乏现实的替代品而留在教学中。很少有人在被任命之前就考虑过成为校长，更不用说准备成为校长了，有几个人积极地寻求避免担任校长。大多数人发现担任校长非常困难，尤其是在最初，许多人认为应该做更好的准备、培训和支持。有迹象表明，政府已开始处理这些问题。该专着指出了其中的一些，并总结了一些旨在进一步改进的想法。
In recent years there has been a growing disenchantment with a narrowly mechanistic and instrumental approach to leadership as theory and practice. A key aspect of this developnlent has been a mounting interest in the contribution of the arts and of aesthetics to enhancing understanding of, and improving practice in, leadership. A number of writers have also begun to consider the art of leadership and leadership as an art. This monograph draws on such ideas, most especially the work of Sun Tzu, and to a lesser extent Clausewitz, on the art of war, in order to develop a preliminary framework for the study of the art of leadership and the artfulness of leaders. This framework is applied to an interview based study of the lives and careers of 25 sccondary headteachers from Yunnan, a n~raal nd impoverished province in western China. Some of the findings give cause for concern. Very few of those interviewed had wished to become teachers. Most had done so because they had no choice, no other choice, or no better choice. Most acknowledged that they had not done well enough in the national examinations to he able to opt for a more desirable occupation. Teaching was seen as very demanding, of low status and poorly paid and a sizeable minority only remained in teaching because of inertia or a lack of realistic alternative. Very few had given much thought to becoming, let alone preparing to become, a headteacher before being appointed and several had actively sought to avoid headship. Most had found headship very difficult, especially at first and many argued for better preparation, training and support. There are indications that the Government is beginning to address such problems. The monograph notes some of these and concludes with some ideas designed to enable further improvement.