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长期以来,中小学管理人员依附教师评聘专业技术职务,不利于提升职称制度的公信力,也容易导致资源配置不公,实质上是一种伪全能学校治理模式。随着教师与管理者专业化程度的越来越高,管理者与教师出现分化,管理者需要与教师一样,获得具有符号意义的专业技术职务。中小学管理系列专业技术职务评聘需要从社会需求、政府期望、内在认同三方面破除路径依赖,走向渐进改革,既维护现有评聘制度的稳定性,又减少政策实践的阻抗,让政策改革的长远收益大于短期成本。
For a long time, primary and secondary school administrators rely on teachers to appraise professional and technical positions, which is not conducive to enhancing the credibility of the title system, but also easily lead to unfair allocation of resources, which is essentially a pseudo-all-powerful school governance model. As teachers and managers become more specialized and managers and teachers become divided, managers need to acquire symbolic professional and technical positions just like teachers. The evaluation of professional and technical positions in primary and secondary management needs to get rid of the path dependence from the needs of society, the expectation of the government and the internal approval. The gradual reform must not only maintain the stability of the existing appraisal system but also reduce the impetus of policy practice so that policy reforms The long-term benefits outweigh the short-term costs.