Hidden rules are another rule behind school management rules. The particularity of school organization, the freedom of explicit rules and the limited rationality of human beings provide the soil for its survival. School administrators should correctly understand the hidden rules, constantly improve the explicit rules of schools, establish democratic consciousness, introduce competition mechanism, improve the supervision system, and strive to reduce the influence of bad hidden rules on school management.

Keywords: hidden rules; Clear rules; mandatory administration

First, a correct understanding of hidden rules

In his book Hidden Rules: The Real Game in the History of China, historian Wu Si believes that there is actually an unwritten and widely recognized rule behind various formal regulations in China society. It is precisely this kind of thing that can be called the internal charter, rather than the high-sounding formal regulations, which dominate the operation of real life. In fact, everyone is in a certain social organization, and people's social behavior is bound by two kinds of rules, one is formal and the other is informal. Formal rules refer to all kinds of laws, regulations and systems made by some people or organizations consciously or consciously, as well as formal contracts signed between social activities subjects, such as contracts and agreements. Informal rules usually refer to the culture formed spontaneously in the process of social development and historical evolution, which is independent of people's subjective will. Hidden rules are informal rules, which refer to other norms that guide people how to operate in practice, although there are no written rules.

Second, the emergence and influence of school hidden rules

As a formal organization, the school has an invisible hand-the hidden rules of the school, in addition to all kinds of explicit provisions. We can't generalize the hidden rules of schools, which are both positive and negative. The positive school hidden rules are manifested in the excellent historical tradition, healthy campus culture and harmonious organizational atmosphere carried by the school. In the practice of school management, the explicit provisions can be implemented smoothly, and managers may even feel twice the result with half the effort. Negative school hidden rules are not conducive to the development of school organization, such as the phenomenon of "idleness" in school work: the school's various management systems and rules are very complete, and the teaching staff "follow the rules", but the school teaching quality has not been significantly improved; There is no "slack" of teachers, but the low labor quality of teachers.

So, how did the hidden rules of the school come into being? First of all, the emergence of school hidden rules is closely related to the particularity of school organization. We know that the school is not a strict bureaucratic organization, and administrative power is not the only power of the school. Academic power and professional power also have great influence. Teaching is the central work of the school, and academic power has a great say. Moreover, due to the similarity of experience and work, school teachers are more likely to form various informal organizations. If administrative power is not properly exercised or recognized, then academic power and informal organizations provide a "hotbed" for the emergence of hidden rules in schools.

Secondly, the explicit rules formulated by schools are based on the oneness of "human nature hypothesis". If people are used to thinking that people are rational "economic people", they can achieve organizational goals as long as they are given enough material incentives. Of course, we do not deny that "economic man" pursues the maximization of his own interests, but the overly strict assumption of "economic man" is not necessarily realistic. It is not excluded that some people transcend material interests and pursue higher-level goals. In fact, human nature is complicated, especially school teachers, who are eager for the freedom of working style and the realization of self-worth.

Thirdly, the flexibility of explicit rules and the lack of effective feedback mechanism also leave room for hidden rules. It is true that formal school rules must be flexible, so as to meet the psychological and labor characteristics of teachers. However, the boundaries of power set aside by formal rules should be clear, and there should be an effective supervision system to avoid power abuse or out of control.

Finally, the asymmetry of power and influence between rulemakers and executors will also encourage hidden rules. We know that having power does not mean having authority. If clear rules require the makers to have higher personal qualities and character, and they don't, then such clear rules will have no effect. The above aspects simply explain why hidden rules can produce or even replace explicit rules as rules in actual operation. Moreover, the above reasons are often mutually causal, and * * * promotes the emergence of hidden rules in schools.

We believe that negative hidden rules will have a negative impact on school management: 1. School administrators are overwhelmed. This is because the explicit regulations formulated by the school have become a decoration and cannot be effectively implemented. For example, under the strict prohibition of higher education administrative departments or schools, teachers often charge fees at will to punish students. This is because people's ideas such as "purchasing supplementary teaching materials will improve students' grades", "strict requirements are always good for students" and "so are others" have been influenced by these ideas for a long time, becoming "recognized" hidden rules and infiltrating into teachers' code of conduct. Over time, it will not only affect the management of the school, but also weaken the management authority of the managers themselves. 2. The decrease of school organization's "IQ". In a school with strong hidden rules, there is a kind of thinking of being a man and not doing anything. Judging from the psychology of the principal from top to bottom, the initiative and enthusiasm of the teaching staff are very low. Or, on the other hand, teachers and staff must always think about adapting to the hidden rules of the school. In this case, not to mention the creative thinking of teachers and staff, even whether they can follow the explicit provisions of the school will be a problem. In a school with dozens of people, only the principal is thinking, and the "IQ" of such a school is definitely not enough. 3. The conflict within the school continues. The root of the conflict lies in the difference of resource allocation and organization members' goals. Conflicts are normal, but they are not normal if they are not resolved or continue for a long time. Constant conflict is nothing more than two kinds of results of repeated games between hidden rules and explicit rules-hidden rules and explicit rules are equal in strength or hidden rules have comparative advantages. Obviously, this will affect the school's work efficiency and even make the school's decision "abortion". 4. "Small groups" and "gangs" are prevalent in schools. The essence of unspoken rules is an informal system that is detached from and opposite to the main system in the institutional system. Under the constraint of the hidden rules of the school, individuals gather into "groups" or "gangs" with related interests. This is a reaction to the main system of the school, which will increase the operating cost of the main system.

Third, the school hidden rules management countermeasures

To sum up, school unspoken rules are an objective phenomenon, which cannot be simply characterized by "good" or "bad". We should treat the hidden rules of the school dialectically. While seeing the negative effects of hidden rules on school management, we should also realize the positive effects implied by school hidden rules: First, the existence of some hidden rules can enhance the unity of school groups and the cohesion of organizations. Having the same organizational culture and values can make employees unite emotionally and make up for the objective deficiency of explicit rules. Second, it helps to clarify the explicit provisions of the school. Without the existence and function of these hidden rules, we cannot determine many explicit rules that need to be standardized as soon as possible. Third, hidden rules provide impetus for school system innovation. Unspoken rules only reflect the real situation in life and the disadvantages of explicit rules, so from "violation" to social recognition, to new institutional rules, to meeting the objective needs of school development. Fourth, some hidden rules in schools may also urge people to abide by explicit rules from the opposite side. Because when the operation of negative hidden rules is banned or punished, such violations will be alienated into negative "teaching materials" with positive significance. Therefore, we must attach importance to the role and significance of the rules that teachers and staff generally follow in their actions but have not yet been clearly defined in school management. Of course, after all, hidden rules are the dissolution of explicit rules, which will often lead to the opposite of explicit rules and have a negative effect on school management. Therefore, school administrators should establish correct management concepts. In order to reduce or even eliminate the bad hidden rules in schools, I think we can start from the following aspects:

1. The explicit provisions of the school should be as scientific and reasonable as possible. Makers should constantly improve the "quality" of explicit rules, follow the principle of "bounded rationality" of human beings, combine the psychological and labor mode characteristics of faculty members, strengthen the supervision mechanism, and effectively implement formal rules. In this way, it is difficult to breed hidden rules if the rules are "unimpeded".

2. School administrators should have the consciousness of "democracy", "competition" and "innovation". Democratic consciousness means that managers should go deep into the lives of faculty members, understand their real thoughts, give full play to the role of non-administrative institutions in schools, such as teachers' congresses and trade unions, and let teachers participate in the formulation of school rules democratically. Managers should also pay attention to the introduction of competition mechanism to prevent the emergence of various monopolies, because the rise of hidden rules is often to break the monopoly of such rules. At the same time, according to the development and changes of the objective situation, we should update the management concept and innovate the management rules in time to seize the "position" before the hidden rules.

3. Strengthen their own quality and establish management authority. The formation of managers' authority, the perfection of clear rules and the elimination of hidden rules are all a gradual process. In addition to the rational use of administrative power, managers must always pay attention to improving their own quality, collect all kinds of information comprehensively and accurately, and always be in the leading position of both sides. In this way, in the game of hidden rules, it will not be at a disadvantage because of the imbalance of power.

4. Always catch all kinds of gossip in the school, so as to prevent micro-duration. The formation of hidden rules also has certain conditions, and with its development, there is a self-reinforcing mechanism, which is difficult to eliminate once it is formed. Managers can't ignore any minor changes in the school. They should enthusiastically guide positive hidden rules and upgrade them to organizational culture or explicit rules. Negative hidden rules should be resolved in time to make them die in the bud.

5. Advocate the rule of virtue, and carry out ideological education for teaching staff. From the above, we know that many situations in management activities have not been clearly identified as "allowed" or "not allowed" by formal rules-that is, there are uncertain "free lots". At this time, the noble moral character of teachers and staff may become a line of defense against negative hidden rules, or even "eradicate the root cause" to drive away bad hidden rules.

In a word, paying attention to the hidden rules of schools is of special significance to the improvement of school work. Through the study of hidden rules, we can provide a good perspective for us to design and improve explicit rules better. School administrators need to understand that "what should be" does not mean "what is actually". Seeing the influence of school hidden rules may provide a key for understanding and improving the actual work of school management.

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