新制度经济学视野下的教师管理变革  

Change of Teacher Management in Perspective of New Institutional Economics

作　　者：郭凯[1] 

机构地区：[1]广东教育学院教育系副主任副教授,广州510303

出　　处：《教育发展研究》2009年第2期36-41,共6页Research in Educational Development

基　　金：广东省高等学校“千百十工程”和“广东教育学院教授、博士科研专项经费”资助,系全国教育科学“十一五”规划课题“基于教师多元角色的中小学教师继续学习需求和有效培训模式研究”(DKA070136)的成果之一。

摘　　要：从新制度经济学的视角考察,我国教师管理制度设计存在着诸多问题,主要表现为:重教师"道德人"假设而轻教师"经济人"假设;重视教师管理的正式制度而忽视非正式制度;重视教师管理制度的约束功能而忽视激励功能;重视政府、学校对教师的管理而忽视家长的参与等。基于对以上问题的分析,本文指出教师管理变革的方向应包括:承认教师自利行为的正当性;充分利用教师管理的非正式制度;强化教师管理制度的激励功能;扩大家长参与教师管理的权力等。In the perspective of the New Institutional Economics, there are some problems in the traditional teacher management system, such as paying much more attention to the hypothesis of ＂teacher as a moral person＂ than the hypothesis of ＂teacher as an economic person＂, more to the formal institutions than informal institutions, more to the restrict function than the incentive function, and more to the role of government and school for teachers than the participation of parents. On the analysis of the problems, the change of teacher management at least include： to admit the justness of self-benefit of teachers＂ behavior, to make full use of informal institutions, to reinforce the incentive function, and to extend the participation of parents.

关 键 词：新制度经济学 教师管理 激励机制 教育发展 

分 类 号：G472[文化科学—教育学]