学校内部教师社会网络现状及对学校管理改进的启示——一项基于社会网络分析的研究

The Current Situation of School Teachers’ Social Networks and Enlightenment for School Management Improvement: A Research Based on Social Network analysis

As individuals are embedded in schools’ social networks， teachers’ behaviors are influenced and molded by social relations， their locations in social networks and social networks’ structure characteristics. This research takes all teachers in 5 primary schools in Beijing as subjects， uses social network analysis methods to conduct analysis on school teachers’ work network， advice network and friendship network and finds that: (1) The teachers’ work has a stronger relationship with advice network， and a relatively weaker relationships with friendship network. (2) The principals are located at the top of the three kinds of social networks， and have very strong official and unofficial authority， but most principals seldom seek advice and friendship support from the outside. (3) The middle-level managers are at the position of “bridge” in three types of social networks， playing an important intermediary role. (4) In terms of the relationship between the principals and middle-level managers， the closest relationship is in work network， followed by advice network， finally to friendship network， and the advice and friendship networks present significant characteristics of hierarchy. (5) In the three kinds of social networks， there exist ordinary teachers with very high prestige， most of whom are mature teachers with rich experience in teaching or class management. (6) In schools， there exist informal micro groups， in different sizes and amounts. The principals are not their internal members， however some middle-level managers are and they are playing different roles there. Based on the precedent conclusions， the researchers suggest that schools should actively foster friendship relationships among teachers， so as to promote their favorable friendly interaction， and strengthen the construction of principal powers’ supervision mechanism， ensuring principals’ rational utilization of formal and informal powers. Great importance should be attached to the core teachers’ social prestige， give full play to middle-level managers as the role of a “bridge” and exert reasonable guide to informal micro groups to avoid resource monopoly or powers’ conflict.