学校管理中心理契约的构建.pdfVIP

摘 要： 在现代社会中，我们被契约的责任所包围，契约是组织存在的基础，是学校 生存和发展的保障。现代学校管理的现状和问题以及心理契约在学校中存在的可 能性使心理契约在学校中有了运用的价值，学校应根据心理契约的特性采取相应 策略加以管理。 本文简要回顾了组织行为学中有关心理契约的系列研究，包括概念的提出， 理论模型，分类及测量，探讨了该领域的主要理论体系及分歧、辩论焦点。教师 与学校之间除存在聘任合同外，还存在心理契约，心理契约本质上是一种期望假 设与主观约定，它具有主观性、动态性、隐蔽性、非正式性等基本特征。心理契 约的功能表现为凝聚与激励作用。心理契约管理的基本操作思路包括真实而准确 的信息等六个方面。 在教师与学校之间，心理契约既有破裂、违背的可能，也存在获得正向强化 的可能性；心理契约的破裂与违背的差别并不体现在时间的先后上，也不是认知 评价与情感反应间的差别，而是反映在关系主体对另一方契约履行的内容和程度 的认同上。 关键词：心理契约 教师管理 心理契约违背 心理契约构建 5 Abstract Nowadays, we are surrounded by responsibilities stipulated by contracts. Contracts are basis of the existence of organizations and guarantee of the survival and development of school. Situations and problems of modern school management and possibility of the existence of psychological contracts make psychological contracts valuable in schools. Schools must carry out relevant strategies on the basis of psychological contracts characters to reinforce schools management. This article briefly reviews the studies of the psychological contracts in organizational behaviors, including its conception, theory models, types which can be scaled, and focuses on the mainly theoretic divarication of it. There is not only an employment contract but also a psychological contract between teachers and schools. Psychological contract is a kind of expectation supposition and subjective appointment in nature. It has characteristics of being subjective, dynamic, hidden, and informal. The function of psychological contract is concentration and stimulation. The basic running of psychological contract management includes six aspects including true and accurate information transmission.