1. Schools are gardens of knowledge and cradles of educating people, but quite a few schools have obvious administrative organizational characteristics. Modern school should be an educational institution with a high level of knowledge, science, research and democratic cooperation, and should have a strong democratic atmosphere and academic atmosphere; However, due to the long-term influence of the traditional administrative system and centralized educational management mode, a considerable number of schools are still like a mechanical transmission device of educational administration, forming a top-down administrative inertia. The school * * * intentionally or unintentionally regards itself as the business secretary of the superior department. The superior doesn't want to think, and the superior can't do it without doing it. This passive work execution mode has also been transformed into schools, which leads school staff to hand over their work brains to principals, adopt employment behavior more or less in their work, and simply repeat the teaching work assigned by the school step by step. It leads to the lack of vitality, initiative, originality, characteristics, modern ideological realm and mass in school work. The school leadership system should have played a fundamental role in cultivating modern high-quality teachers, but now it mainly relies on external training arranged by the education administrative department. The principal responsibility system leads to a narrow administrative indoctrination and administrative command system, which greatly limits the initiative and enthusiasm of teaching staff and affects the process of implementing quality education.

Another outstanding performance of school administration is the part-time system of party and government leadership positions. In a considerable number of primary and secondary schools, regardless of size, the principal is the party branch secretary, or the director of the township education office is the party branch secretary of the local primary and secondary schools. This practice can simplify leadership positions, eliminate frictions and conflicts between party and government leaders, and achieve the purpose of high-speed decision-making and efficient administration. On the other hand, it has lost the necessary constraints in the leadership. The mutual restraint structure in the leadership system is the core element and typical feature of modern leadership system. If this constraint structure is abolished, mutual supervision, comprehensive decision-making and consultation will become empty talk, which may open the door for monopoly, abuse of power and abuse of power for personal gain and breed bureaucratic behavior. This practice is easy to make the school leadership system highly administrative, weaken the influence of the party branch in school work, and make the party branch actually become a purely political learning leadership organization. The ideological, propaganda, mass, demonstration and coordination characteristics of the Party branch in school work are not easily absorbed and exerted by the school administration, which invisibly weakens the leadership influence and power of the school and even isolates the school administration.

2. Schools are typical educational, scientific research and experimental bases, but many schools show obvious empirical organizational characteristics. The management strategies and management methods of empirical organizations are very scientific, and they unconsciously despise the guidance of theory in organizational operation. From leaders to ordinary employees, consciously or unconsciously, they only regard professional experience as wealth and take empirical qualifications and experience as experts. The number of professional experience has also become the main criterion for evaluating and selecting cadres; There is a vague concept of theoretical uselessness among the members of the organization. They are used to sticking to the conventional methods they have mastered and regard learning theory and scientific research exploration as hard work, which seems unnecessary. Of course, experience is also important. Experience includes people's cognitive line and decision-making path of past events, as well as their understanding and memory of the influencing factors and ways of things changing. Experience mainly explains the past, which is characterized by intuition, superficiality, discontinuity, fragmentation and individuality. In professional organizations, experience alone cannot effectively adapt to future events and requirements.

It is understood that among the primary and secondary schools and teachers in many underdeveloped areas in China, their professional quality is close to experience. So far, they still ignore the scientific research and psychology of education, theoretical study and research, lack theoretical interest and awareness, confuse themselves as simple mental workers, and are used to or willing to act according to past experience and routines. At present, many cadres and workers begin to engage in limited theoretical study and scientific research activities, but they are forced by the requirements of their superiors, or because they want to declare their professional titles, pursue the improvement of their academic qualifications and keep their public office. They are not really out of a sense of responsibility and dedication. At present, a group of educational administrative cadres, primary and secondary school teachers and even educational theorists believe that primary and secondary school teachers are too ambitious to combine education, teaching and scientific research, which is precisely an empirical view. This is equivalent to saying that we can use traditional quality teachers and rely on their simple accumulated experience to cultivate open, exploratory, creative and comprehensive students required by quality education!

At present, the development of national economy and various undertakings puts forward higher and higher requirements for education. In order to cultivate comprehensive or high-quality talents for the society, education requires schools to become "learning organizations", principals to become scholars and teachers to become pioneers. To achieve this goal, the key is not to wait for or strive for the training indicators arranged by superiors, nor to find several principals with excellent quality, but to improve the school leadership system. "System makes people". Only a good leadership system can make a whole generation of good principals and teachers. This is the iron law. It is only a waste of money to pin our hopes on a few naturally "top-notch" principals without perfecting the leadership system.

There are engineers with human souls in the school, but many teachers in the school are loose groups, lacking cohesion and unity and enterprising consciousness. Teachers are the casters of the next generation's souls and the shapers of their qualities. Generally speaking, they should have excellent ideas, a good mental state, a sense of unity and cooperation, a spirit of common progress, and be able to form a team spirit in their work. However, the strong administrative behavior of the school makes the teaching and administrative staff lack cohesion. In a survey in a certain area, we found that there is a big psychological distance between the upper and lower levels and between the faculty and staff in the school, and there are many opinions, which are inseparable from each other, and they are satisfied with a "make-do" of coordinating the working relationship. Primary and secondary schools generally belong to small and medium-sized organizations, which is more conducive to the cultivation and construction of flat organizations, but * * * management makes organizations show the characteristics of high-level peak structure. At work, the principal wants to be the principal and the teacher is the teacher. There is no cooperative relationship between superiors and subordinates in work research and decision-making, but only the relationship between instructions and obedience, domination and obedience, which has produced obvious behavioral characteristics of small producers. Whether the school is running well or not depends on the cleverness of several teachers. Although the school also advocates the work spirit of unity and forge ahead, from its leadership behavior, teachers will not have enthusiasm and enthusiasm. It is far from enough for a school to train laborers with the ability of learning, exploring and innovating for the future of the country, and to train high-quality talents who are good at transforming knowledge into technology and spreading and developing excellent national culture. It is also necessary to accumulate the team wisdom of all members of the school through participation in management. To do this, we must first focus on the improvement and construction of the school leadership system.

4. The educational function of the school determines the democracy of school management, but the choice of many school management methods still depends on the personal interests and consciousness of the leaders. Schools train future generations of citizens with modern scientific and democratic qualities, which determines that teachers must master modern democratic education ideas and methods in education and teaching. This requirement determines that schools should play a guiding, demonstrating and promoting role in the practice of democratic management. The democracy of school management has become a prerequisite for realizing the democracy of school education and reaching the democratic standard of training objectives. In particular, if a school wants to form a team spirit in the management of education and teaching, it is essential to let the teaching staff truly feel and enjoy the basic rights of being masters of their own affairs through democratic management and truly enter the ranks of management subjects. However, judging from the current situation of school management in China, especially in underdeveloped areas, the implementation of the principal responsibility system is still in a relatively narrow state. In particular, many school party branches don't know what form they should take to play the role of "political core" and "supervision and guarantee", and all school principals have the final say. The function of the school party branch is shrinking, and it is close to becoming a "political learning leading group". The internal management structure of the school lacks the decentralization system of leadership consultation and authorization and the administrative system of open school affairs. The school staff congress is either not established or exists in name only, becoming an empty signboard. Teachers and staff only have the obligation to passively carry out the instructions of the leaders, and their behavior can be fixed by "moving".

On the other hand, school teachers can only cultivate students' subjectivity, initiative, exploration and creative behavior in learning activities by following the principles of inspiration, pleasure, democracy and participation in education and teaching activities. This requires teachers to have the quality of democratic education first, which depends entirely on whether the school has the quality of democratic management. This ultimately depends on the democratic construction of the school leadership system. Only with an excellent system can we produce excellent principals and excellent teachers.

5. Quality education is a systematic project, which requires all employees to make suggestions and participate in actions. However, many schools are still accustomed to implementing quality education through personal administrative instructions. Quality education should be an educational activity with the participation of all staff and the whole society. From local party committees, government leaders, education administrative cadres, community leaders and citizens to school principals, teachers, employees, students and parents, they should all be spokespersons for local school education. Under the coordination of certain systems and organizational forms, all people should be effectively mobilized to participate in education, teaching and management, so as to strive to form a situation in which the sovereignty of school education management is "human", which has a special role in implementing quality education. But at present, most people have this kind of consciousness and lack this kind of practice. Many educational administrators and school principals unconsciously keep the decision-making activities of practicing quality education within the scope of minority behavior. The opinions of community organizations and members, teachers' considerations, students' ideas and parents' reactions have not been really cared for and valued. Some schools * * * consciously or unconsciously, easily satisfy their instinct of "being masters of their own house"; Or just publicize and encourage quality education and put on a gesture, but in fact there are no plans and measures; Or just trying from a certain aspect is a response to the government's call. Faced with all kinds of contradictions and difficulties in implementing quality education, they will not use democratic participation to brainstorm. Or, according to the traditional administrative habits, wait for instructions from superiors and conditions provided by superiors, and shelve a sacred cause in the pattern of "passive obedience" of all teachers and students.

In short, the performance and disadvantages of implementing the principal responsibility system are relative. Any system has advantages and disadvantages in concrete practice, which is directly related to the differences in background conditions or subjective and objective conditions of practice. For example, in different areas in the same period, or in different schools in the same area, the principal responsibility system is quite different. Principals in some socially developed areas can introduce some beneficial factors of the Committee system into the principal responsibility system, vigorously promote democratic management, and make the implementation of quality education fruitful; However, some principals in underdeveloped areas intentionally or unintentionally lead management to the paternalistic style of small production. Due to the imbalance of social development, the implementation of the principal responsibility system should also inject different characteristics and connotations according to different regions and different levels of social development. Only in this way can we give full play to the advantages of the principal responsibility system and reduce its disadvantages.

Three, based on the internal and external environment of organization and management, the principal responsibility system with different characteristics is implemented in different regions and stages.

1. In areas with underdeveloped society and organization, a limited and open principal responsibility system can be implemented. Generally speaking, in areas with low social development level and underdeveloped social politics, economy, culture, education and science and technology, the internal and external environment for organization and operation is not good, and the subjective and objective conditions for organization and management are not ideal. Affected by external environmental factors, the ideological concept and professional quality of local school staff and ordinary staff need to be further improved. They have been in a relatively closed organizational environment for a long time and are more accustomed to the traditional centralized leadership style. They are not good at their work and are not used to studying and consciously creating themselves. Everything needs to wait for the arrangement and instructions of the leader. In such a school, a relatively traditional leadership system can be adopted to carry out quality education and cultivate team consciousness and initiative, that is, the limited and open principal responsibility system. The limited and open principal responsibility system has the following characteristics in practice:

First, the principal has full control over school personnel, finance and economics, school production, etc. And has the decision-making power and organization command power, thus ensuring his absolute authority in school management, and achieving the effects of rapid decision-making, smooth government orders, unified command and standardized organizational behavior.

Secondly, in view of the heavy reform tasks in school education, teaching and management, the principal can carry out reforms with irresistible force; At the same time, supplemented by some flexible methods, through explanation, propaganda and conversation, some doubts of the teaching staff are eliminated, their conscience and consciousness are aroused, and they are enabled to conform to the reform and actively participate in it.

Third, under the premise of ensuring the unity of the principal's responsibility and decision-making power, select suitable subordinates and give them limited or sufficient authorization to mobilize their enthusiasm and improve management efficiency.

Fourth, implement the open management of school affairs, and establish the necessary school affairs notification system, school work suggestion system, cadre and mass ideological exchange system, party and government cadre work consultation system, school party organization and faculty democratic supervision system.

At present, many primary and secondary schools in China are implementing this enlightened principal responsibility system, aiming at effectively completing the reform tasks in education, teaching and management around the requirements of quality education, cultivating cadres, improving the quality of teaching staff, and laying the foundation and preparation for the practice of the leadership system that is more conducive to improving the level of running schools.

2. In areas with relatively developed society, the principal responsibility system with the participation of the committee system can be tried out. In areas with relatively developed social, political and economic conditions, especially in cities and towns, the quality of school staff is relatively good, and external environmental factors play an auxiliary role. Therefore, a relatively open principal responsibility system with Committee participation can be implemented, that is, the principal responsibility system with Committee participation. This system has not changed the position of the principal as the legal representative of the school at all, nor has it weakened the power and responsibility that the principal must have as the highest administrative person in charge of the school; Under this leadership system, the headmaster can have exclusive power but not exclusive power, and one person has the final say but not one person. The principal's perspective is to mobilize the participation consciousness of faculty and staff as much as possible through the operation of power, stimulate the enthusiasm of faculty and staff to participate in management, and give full play to the wisdom of faculty and staff, so that every routine and unconventional decision can reflect the will of the majority of the school, not limited to the thoughts of a few people or leaders, and every employee should exert certain management energy. Therefore, a fundamental task of management is to create conditions for the active participation of faculty and staff, and to properly institutionalize it. This condition is to establish and improve various committees related to participation in management, and give these committees some rights and responsibilities to participate in management, in which the principal gives coordination and guidance, so that they can fully play their role in improving the level of running schools.

Drawing on the experience of school management in some developed countries in the west, the committees involved in school management can be of the following types:

The first is the school board. It has been clearly mentioned in the Central Committee of the Communist Party of China's Decision on Education System Reform 1985 that school committees should be established where conditions permit. The school affairs committee is attended by school administrators, party, league, team, trade union leaders and some key teachers, presided over by the principal, which forms a system to discuss and study the work of the school regularly and becomes the decision-making body of the school.

Second, the school party branch Committee. In order to play the "political core" role of the school party branch, we can establish a joint meeting system of the party and government, clarify the power and specific methods of the party organization to inspect and supervise the school work, and at the same time inspect and evaluate the performance of party member, a faculty member, in doing mass ideological work and playing an exemplary role.

Third, faculty congresses and teachers' committees. Teachers' congress is an important form of democratic management in schools, and it is also the basic way for faculty to "participate in and discuss state affairs" in schools. It is necessary to guarantee the right of the teachers' congress to suggest, deliberate, criticize, supervise and evaluate all aspects of the school's work. In order to give full play to the participation and management functions of the teachers' congress, large-scale schools can establish teachers' committees belonging to permanent institutions on the basis of the teachers' congress. Its function is: to interview and understand the work, life and thoughts of faculty and staff regularly for a week, half a month or a month, to clarify the problems that need to be solved in time, to reflect to the school and to communicate information; Regularly consult the school about the management of some schools concerned by the teaching staff and help to release information; Regularly check and evaluate all aspects of the school's work, understand the implementation of the resolutions of the teachers' congress by the relevant departments of the school, and give timely feedback; Study some reform and development strategies of the school on behalf of the teaching staff, form opinions and make suggestions to the school.

Fourth, the parents' committee. Parents are important roles or forces to promote and realize quality education. Schools need to clarify the basic rights of parents to participate in education management, and need to implement the specific contents and methods of parents' participation in school management. From the perspective of the openness of education, parents should undoubtedly have the right to know, comment, supervise and suggest school education, and should have necessary understanding and opinions on school teaching plan, teaching reform plan, curriculum setting, textbook use, teaching method selection, hardware and equipment, environmental transformation, moral education management and so on. Schools should take the initiative to solve the problem that some parents are indifferent or turn a blind eye to school work, and dare to speak out.

Fifth, student autonomy. The student union should not be appointed by the school alone, but should become the "official organization" of the school and simply become a tool for the school to manage students; With the guidance and help of relevant school personnel, students' associations are widely representative among students and become mass organizations that participate in school management and implement self-management. Students' union can really play the role of supervision, evaluation and suggestion in the school, which will greatly promote the cultivation of students' self-management ability and the cultivation of students' subjective consciousness and creative spirit. From the perspective of the future development of society, it is an unforgivable mistake to regard respecting students and protecting their rights only as verbal slogans.

3. With the process of national political reform, the principal responsibility system defined by the Committee can be gradually implemented. With the further reform of the political system towards democracy, schools can gradually implement the principal responsibility system restricted by committees. This is a typical comprehensive leadership model, which combines the basic characteristics of the chief executive responsibility system and the Committee system. This school leadership system has the following characteristics:

First, the highest-level committee organization of the school is the school management committee or the school board, which belongs to the formal decision-making body of the school. Members of the Committee mainly include school administrators, leaders of party and government trade unions, representatives of teachers, students, parents and various organizations. Local education administrative officials can also participate. The school's decision-making in work plan, reform matters, development planning, personnel work, school-run economy, hardware configuration, etc. It can only be composed of a majority of the members of the Committee. The school has initially implemented the group decision-making system.

Second, the headmaster, as a member of the Committee, has a veto on decision-making issues. As the principal is the executor of the school's decision, he is directly responsible for whether the decision is effective or not, and the result of the decision is directly linked to his basic interests; Therefore, when the headmaster still holds a negative attitude towards the decision-making opinions of the majority in the Committee after repeated consideration, he can exercise his one-vote veto to promote all members of the Committee to further discuss and negotiate decision-making issues.

Third, the members of the Committee are all high-quality personnel. There are certain ideal background conditions for adopting the principal responsibility system restricted by the Committee. It requires the country to carry out a substantial reform of the political system and greatly improve the quality of social members. Especially those who have entered the decision-making body of the school, their ideological consciousness and decision-making ability should reach a higher level. Although they can become the majority of Committee members and principals with the decision-making power of school work, they can all give up a piece of public interest without exception, adhere to truth and principles without selfishness, negotiate in good faith without compromise, thus ensuring the fair and smooth implementation of decision-making.

Fourth, the principal's management is free from interference. Once the decision adopted by the Committee is handed over to the headmaster for implementation, the headmaster has the right to choose specific methods and measures to implement the decision without interference. As long as the decision-making implementation plan determined by the principal is reasonable and legal, other members of the Committee shall not interfere with the organization and command of the principal at will, and must ensure that the principal can implement the decision independently and conveniently.

Fifth, compared with the school management committee or school board, other organizations involved in management, such as teachers' congresses or teachers' committees, parents' committees and students' self-governing associations, should consult, suggest, review, evaluate and supervise school management through institutionalized channels.

In our view, the principal responsibility system with limited power of the Committee analyzed above is a leadership system that is easy to cause contradictions in decision-making and affect the efficiency of decision-making, and may also cause negative psychology such as submission, compromise, suppression and conformity in the decision-making process. Therefore, the implementation of this leadership system is suitable for the social era with high level of social development, social democratization and high comprehensive quality of social citizens. The overall level of social development is not high, and adopting this leadership system is likely to get half the result with half the effort.

4. A future-oriented and highly humanized school leadership system: the principal responsibility system in which the Committee controls power. This leadership system is essentially a Committee system. It is different from the Committee system that has existed for a long time after liberation in China. The committee system in charge of the Party committee or Party branch is not standardized or complete. It's just a system in which party leaders or a group of party member and Party branches are responsible for decision-making and leadership. In primary and secondary schools, this form of leadership should be attributed to the party branch or the party branch secretary responsibility system, rather than the Committee system in the full sense. The principal responsibility system that understands the control power of the Committee has the following points:

First, the decision-making power of school work belongs to all members of the school management Committee, and the principal, as one of its members, has only one vote. The decision is made on the basis of full discussion and consultation among all members and in line with the principle that the minority is subordinate to the majority. The composition of the Committee members is the same as mentioned in the previous institutional analysis.

Second, the Committee has the right to decide the candidate for the principal. The headmaster is elected by the members of the Committee, and bears specific administrative responsibilities and is responsible to the Committee in administrative leadership.

Thirdly, there is a very absolute form of Committee power control, that is, the formation of school work decisions is decided by the majority members of school management Committee, party branch Committee, teacher Committee, student self-government association and parent Committee. If the vote of one of the committees does not reach half or more than two thirds, the school's decision will not be passed. This form has existed in some developed countries in Europe at present, and it is based on the reasonable separation of powers in the national political system and education management system.

Fourth, the decision-making cost of school work controlled by the Committee is high; But it is of great value to the cultivation of democratic behavior habits of school staff, the cultivation and exercise of the quality of management subjects, and the stimulation of work enthusiasm and initiative.

Generally speaking, two principles can be considered when choosing to use the school leadership system: one is the principle of contingency. As a dependent variable, the leadership system should always consider the change of the internal and external environment of the organization as an independent variable, adjust the decision-making behavior at any time according to the changing conditions, and choose the appropriate leadership system to improve management efficiency. The second is the tentative principle. School decision-makers can't blindly obey the subjective and objective conditions of management mechanically and passively. When the working conditions have a certain foundation, we can use the open school leadership system in advance, which is a strategy of actively creating conditions, not waiting, reasonably ahead, and preempting. Following these two principles, we can scientifically and reasonably construct the school leadership system, adjust the school leadership system in time and give full play to its value. (