高校教师冲突管理问题的研究

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3.0 陈辉 2024-11-19 6 4 855.44KB 87 页 15积分
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摘 要
伴随着我国高等教育事业的发展，教师队伍日益壮大，如何有效地进行高校
教师管理已成为目前较为突出的问题。而高校中普遍存在的教师冲突现象所凸显
出来的学校管理问题，更应该成为高校管理者关注的重点。由于我国当前对企业
组织中的冲突研究得较多，而高校冲突研究得相对较少，故本文拟借鉴企业组织
冲突研究的经验，开展高校教师冲突研究，这有着十分重大的现实意义：
首先，教师是保证高校组织正常运作的关键因素，高校中大多工作的开展都
是围绕教师进行的，无论是教育行政人员还是授课教师，他们之间有无冲突及冲
突的大小，在很大程度上决定了工作能否顺利开展和工作效率的高低。
其次，教师是与学生直接打交道的群体，教师工作顺利与否，其直接受影响
者是学生。
第三，高校教师冲突管理是建立高质量工作环境的客观需要。
第四，高校教师冲突管理是高校管理人员的重要任务之一。
第五，对教师冲突问题的研究能为以后其他方面冲突的研究提供帮助。
本论文从分析高校教师冲突管理研究的背景及意义出发，回顾了冲突管理的
历史，并总结了研究的现状。明晰了冲突和冲突管理的内涵及冲突观的变化历程，
分析研究了高校教师冲突影响的二重性，研究了高校教师冲突的成因以及教师个
体冲突行为的心理机制。最后，重点论述了高校教师冲突管理的一般框架和途径，
首次提出了高校教师冲突管理模型，并举案例分析。
本论文的创新之处在于：第一，运用心理学知识对影响教师冲突行为的因素
进行了探讨，并提出了相应的管理办法，为教师冲突行为的产生提供了心理学依
据，也为管理者从心理层面上预测教师行为开辟了道路；第二，尝试性地提出了
高校教师冲突管理的模式，这也是对本论文研究成果的一个总结。
冲突管理是一门复杂的学问，由于笔者个人能力和学识不足的限制，本文只
是做了一些探索性的研究。本论文的研究旨在抛砖引玉，希望能有更多的同行进
行这方面的研究。论文结尾处，对高校教师冲突管理问题进一步的研究方向提出
两点建议：
1、研究如何建立冲突的诊断和预警系统，并对组织成员的行为进行引导；
2、研究冲突发生后怎样演变，冲突升级或消减的原因是什么，其中的过程能
否为人所控制。
关键词：冲突理论 高校教师管理 二重影响 成因分析 心理机制
ABSTRACT
With the development of higher education in China, the teacher groups in
university have become larger and larger. The question that how to manage teachers in
university has turned into a prominent problem now. Moreover, problems reflected by
the universal conflict among teachers should be paid more attention to. The study of
conflict in enterprise is more popular than it in university, so this thesis intends to use
successful experiences in conflict management of enterprise for reference to study
teacher conflict in university, and it also has a very important significance:
Firstly, teachers are key factors that ensured the university to work as usual.
Teachers carry out most work in universities, no matter they are administrators or
teachers, whether they have conflict or not, and the conflict degree decided mostly work
efficiency.
Secondly, teachers are group which contact students frequently, their work
efficiency influence students directly. So, for the university that brings up high-grade
person with ability, the quality of student has something to do with teacher’s work.
Thirdly, to manage conflict among teachers is impersonal require for establishing
high quality working environment.
Fourthly, to manage conflict among teachers is one of the manager’s main tasks.
Fifthly, the university organizes are entia made up of multiple groups and conflicts,
and the conflict among teachers is just a small part of all. So, the study on teacher
conflict can also help us to study the other aspect of conflict.
In this thesis, the background and significance of the problem, and the history of
conflict management have been reviewed, and the actuality has been summarized. The
meaning of conflict and conflict management, and changing course of the view of
conflict have been confirmed. The twoness of the conflict influences has been
expatiated, and the cause of formation and teacher’s conflicts behavior psychology
mechanism has been analyzed. Finally, the teacher’s conflict management framework
and track have been discussed; a model and an example have been promoted.
The innovations of this thesis: firstly, use psychology knowledge to discuss
influence factors on teacher’s conflict behavior, and bring forward some manage
methods; secondly, put forward a conflict management pattern on university teachers
tentatively, and this is also a summarization of the study.
The conflict management is such complex knowledge that just some tentative
studies have been done because of the limited ability and learning. They’re only some
thoughts based on the practice. Writing this thesis is aiming at there will be more and
more persons to study further on teacher conflict problems. Finally, two advices on the
further research in this study will be given:
1. How to establish a diagnosis and defence conflict system to guide the member.
2. How about the conflict’s evolvement after it is happened, what is the reason when
conflict is upgraded or decreased, whether the process can be controlled or not.
Keywords：
conflict theory, management of university teachers, twoness
of effect, cause analysis, psychology mechanism.
目 录
摘要
ABSTRACT
第一章 绪 论 ·······················································································1
§1.1 研究的背景及意义 ····································································· 1
§1.2 冲突管理研究的历史与发展现状 ·················································· 3
§1.2.1 早期的管理理论关于冲突的研究 ···········································3
§1.2.2 冲突管理研究的发展现状 ···················································· 4
§1.3 本论文的研究对象及研究方法 ····················································· 5
§1.4 本章小结 ·················································································6
第二章 冲突和冲突管理的内涵 ································································7
§2.1 冲突观的变化历程 ·····································································7
§2.2 冲突和冲突管理的内涵 ······························································· 9
§2.2.1 从不同的角度定义冲突 ······················································· 9
§2.2.2 冲突与竞争 ·····································································11
§2.2.3 冲突的分类 ·····································································11
§2.2.4 冲突管理的内涵 ······························································ 12
§2.3 本章小结 ··············································································· 13
第三章 高校教师冲突的影响 ································································· 14
§3.1 高校教师冲突影响的二重性 ······················································· 14
§3.2 高校教师冲突的消极影响 ·························································· 15
§3.3 高校教师冲突的积极影响 ·························································· 19
§3.4 本章小结 ··············································································· 23
第四章 高校教师冲突的成因分析 ··························································· 24
§4.1 高校教师冲突的层次 ································································ 24
§4.2 从总体上把握高校教师人际冲突的一般成因 ··································26
§4.2.1 高校教师的个性差异引发冲突 ············································ 26
§4.2.2 高校教师价值观存在不同 ·················································· 28
§4.2.3 高校内的不公平竞争引发冲突 ············································ 29
§4.2.4 高校内不公正的利益分配引起冲突 ······································ 30
§4.2.5 高校组织以功能为根本的结构设计引发冲突 ·························· 31
§4.2.6 文化匹配不协调引发冲突 ·················································· 34
§4.2.7 高校教师沟通障碍引发冲突 ··············································· 36
§4.2.8 个人、高校及社会目标的对立统一关系引发冲突 ···················· 38
§4.3 本章小结 ··············································································· 39
第五章 教师冲突行为的心理学探讨 ························································ 40
§5.1 分析高校教师的心理状况 ·························································· 40
§5.2 分析高校教师的个体心理 ·························································· 41
§5.2.1 高校教师的需要 ······························································ 41
§5.2.2 高校教师的动机 ······························································ 46
§5.2.3 高校教师的目标 ······························································ 49
§5.2.4 高校教师的态度 ······························································ 51
§5.3 本章小结 ··············································································· 56
第六章 高校教师冲突管理 ···································································· 57
§6.1 高校教师冲突管理的指导思想 ·····················································57
§6.2 高校教师冲突管理的主要依据 ·····················································58
§6.3 高校教师冲突管理的一般框架 ·····················································59
§6.3.1 确立管理目标 ··································································59
§6.3.2 冲突的诊断 ·····································································60
§6.3.3 冲突的分析 ·····································································62
§6.3.4 战略决策 ········································································63
§6.3.5 冲突干预 ········································································64
§6.4 高校教师冲突管理的途径 ···························································65
§6.4.1 培养教师正确的冲突观 ····················································· 65
§6.4.2 加强教师沟通，创建校园沟通网络 ······································ 65
§6.4.3 推进高校文化品牌建设，减少价值观冲突 ····························· 67
§6.4.4 有目的地进行高校人员调动 ··············································· 68
§6.4.5 改变高校组织结构，有效地激发冲突 ··································· 69
§6.4.6 重视创新 ········································································69
§6.5 高校教师冲突管理模型的提出 ·····················································70
§6.6 本章小结 ··············································································· 72
第七章 相关案例及分析 ······································································· 73
§7.1 相关案例 ··············································································· 73
§7.2 案例分析 ··············································································· 75
第八章 总结与展望 ··············································································78
§8.1 全文总结 ··············································································· 78
第一章 绪论
1
第一章 绪 论
近年来，随着我国教育事业的蓬勃发展，高等教育取得了一系列显著成绩，
不仅教学、科研质量有了大幅提升，招生人数也有了明显增加，我国高等教育已
经逐步走上大众化发展道路。然而，在看到一派繁荣景象的同时，我们也应该清
醒地认识到：伴随着高校规模的扩展和教师队伍的日益壮大，如何有效地进行高
校教师管理已成为目前较为突出的问题，而高校中普遍存在的教师冲突现象所凸
显出来的学校管理问题，更应该成为高校管理者关注的重点。
教师是保证高校组织正常运作的关键因素，高校组织工作效率的最大化取决
于每一位教师的工作绩效以及他们之间的合作与交流程度。我们研究教师冲突管
理问题，目的在于：在正确认识冲突对教师绩效影响的前提下，深入分析教师冲
突的成因，并提出有效的管理办法，积极探索建立适合我国高校发展的教师冲突
管理体制，以确保高校稳定发展。
本章首先论述了教师冲突管理研究的背景及意义（§1.1）；然后回顾了冲突
管理研究的历史与发展现状（§1.2）；明确了研究的对象及方法（§1.3）；最后，
对本章内容进行了总结（§1.4）。
§1.1 研究的背景及意义
随着世界经济和科学技术的迅猛发展，人类社会正经历着由工业社会向信息
社会过渡的大变革时代，作为传承人类文明的高等学校组织，其所面临的时代背
景和社会环境发生了深刻的变化。尤其当我国的经济体制为顺应时代的发展，由
计划经济体制逐步转向市场经济体制后，高校也不可避免地被拉入了市场竞争的
范围内，“核心竞争力”成为各高校在风云变幻的市场竞争中取胜的法宝。
然而，核心竞争力的形成又与高校管理体制息息相关。现行的高等学校管理
制度中对教师冲突管理方面没有明确的规定，管理者对冲突的认识也是零散的、
片面的。即使是国内学者对于冲突问题的研究，也大多集中于企业组织冲突的研
究，而对高校组织中的冲突很少论及。这对高等学校建立一个系统的、综合的、
全面的管理体制以促进其核心竞争力的形成不利。研究教师冲突管理问题，就是
为了加强高校管理的全面性，支持高等学校战略目标的实现，使高等学校具备积
极应对来自内、外部环境挑战的能力。所以，在新的历史时期研究高等学校的教
师冲突管理问题具有积极意义：
（1）高校工作的开展与教师密切相关，无论是教育管理人员还是授课教师，
摘要：

摘要伴随着我国高等教育事业的发展，教师队伍日益壮大，如何有效地进行高校教师管理已成为目前较为突出的问题。而高校中普遍存在的教师冲突现象所凸显出来的学校管理问题，更应该成为高校管理者关注的重点。由于我国当前对企业组织中的冲突研究得较多，而高校冲突研究得相对较少，故本文拟借鉴企业组织冲突研究的经验，开展高校教师冲突研究，这有着十分重大的现实意义：首先，教师是保证高校组织正常运作的关键因素，高校中大多工作的开展都是围绕教师进行的，无论是教育行政人员还是授课教师，他们之间有无冲突及冲突的大小，在很大程度上决定了工作能否顺利开展和工作效率的高低。其次，教师是与学生直接打交道的群体，教师工作顺利与否，其直...

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