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Lecture Title: The Dual Exploration of Principals’ Moderation Thinking and Group-Based School Management

Session 1: Types and Management Challenges of Group-Based Schooling (Professor Su Junyang)

Lecture Overview: Since the reform and opening-up policy, the widening economic gap, key school policies, elitist value orientations, and market mechanisms in public education have led to significant imbalances in the development of basic education in mainland China. These disparities exist not only between eastern and western regions but also among different localities and schools. To address these educational development gaps and imbalances, local governments have been actively promoting reforms in group-based schooling models. While different types of group-based schooling models have undoubtedly played a role in narrowing inter-school disparities, they also present various contradictions and challenges that require coordination. This lecture will discuss the background of group-based schooling reforms, the types of group-based schooling models, and the contradictions and coordination strategies involved in their implementation.

Session 2: The Pathways and Boundaries of Principals’ Moderation Thinking in Influencing Teachers’ Career Adaptability (Associate Professor Zhang Yufeng)

Lecture Overview: In recent years, scholars have increasingly focused on outstanding management philosophies within traditional Chinese culture. Moderation thinking, as a core value of Confucian tradition, embodies principles such as “balancing opposites” and “harmony in diversity,” which hold significant value for organizational management. However, empirical research exploring the mechanisms through which principals’ moderation thinking affects teachers remains scarce in the field of educational management. This study, based on career construction theory and self-determination theory, examines the impact and mechanisms of principals’ moderation thinking on teachers’ career adaptability using a sample of 613 primary and secondary school teachers. The findings indicate that principals’ moderation thinking positively predicts teachers’ career adaptability. Leadership-member exchange and basic psychological needs serve as mediating factors in the relationship between principals’ moderation thinking and teachers’ career adaptability. Additionally, collectivist orientation plays a positive moderating role—meaning that the stronger a teacher’s collectivist orientation, the greater the impact of principals’ moderation thinking on their career adaptability. This research expands the study of educational leadership based on indigenous Chinese cultural perspectives and provides valuable practical insights for school management and teachers’ professional development.

Date & Time:     

19 June 2025 (Thursday): 3:00 p.m. – 4:30 p.m.    

Mode:     

Face-to-face Mode

Venue:

D4-G/F-01, Tai Po Campus, The Education University of Hong Kong 

Language:    

Chinese supplemented by English

Applicable group:

All staff and students

Speaker:    

Professor Su Junyang

Ph.D. in Education, Professor at the Faculty of Education, Beijing Normal University, and Doctoral Supervisor. He currently serves as Dean of the School of Educational Management, Director of the Educational Supervision Research Center, Deputy Director of the Comprehensive Research Center for Primary Education Textbooks, and Vice Dean of the Education Academy at Beijing Normal University. Additionally, he holds key positions such as Chairman of the Home-School Collaboration Committee under the Chinese Society of Educational Development Strategy, Vice Chairman of the Educational Supervision Branch of the Chinese Society of Education, and Vice Chairman of the Beijing Educational Supervision Society. His primary research areas include modernization of educational governance, educational supervision and evaluation, school-family-community collaboration, and educational equity.

Associate Professor Zhang Yufeng

Ph.D., Associate Professor at the Faculty of Education, Beijing Normal University. She earned her doctorate in Psychology from Tsinghua University, her master’s degree from Beijing Normal University’s School of Educational Management, and her bachelor’s degree in Engineering Physics from Tsinghua University. She has conducted visiting research and postdoctoral studies at the University of Chicago Booth School of Business and the University of Oregon’s Department of Psychology. Her research focuses on educational leadership, decision-making in educational management, and career decision processes. She has led and participated in numerous national and provincial-level projects and has published extensively in renowned SSCI journals, including The Journal of Positive Psychology, Journal of Happiness Studies, Journal of Experimental Social Psychology, and Motivation and Emotion.

Online Registration:    

Click HERE

Registration starts now and ends on 15 June 2025.    

講座主題：

校長中庸思維與集團化辦學的雙重探索

第一場:

集團化辦學的類型與管理挑戰（蘇君陽 教授）

講座概要：

改革開放以後，伴隨著經濟發展差距的加大以及重點校政策、精英主義價值取向以及市場機制在公立教育的准入，使得內地教育（基礎教育）事業在發展過程中產生了比較嚴重的不均衡問題。這種不均衡不僅存在於東西部之間，而且也存在於區域之間以及校際之間。為了消解教育發展差距與不均衡問題，地方政府都在大力推進集團化辦學模式改革。不同類型的集團化辦學模式對於縮小校際之間的差距所起到的作用是毋庸置疑的，但也存在著諸多需要協調的矛盾關係與問題。報告對集團化辦學改革推進的背景、集團化辦學類型、集團化辦學中存在的矛盾關係與協調策略進行了討論與分析。

第二場:

校長中庸思維影響教師生涯適應力的路徑與邊界 （張玉鳳 副教授）

講座概要：

近年來，學者們逐漸開始關注中華傳統文化中的優秀管理思想。中庸思維作為中國儒家傳統文化的核心價值觀念，蘊藏“執兩用中”、“和而不同”等思想精髓，對於組織管理具有重要價值。然而，目前在教育管理領域，很少有實證研究深入探討校長中庸思維對教師的影響機制。本研究基於生涯建構理論和自我決定理論，以613名中小學教師為樣本，探討了校長中庸思維對教師生涯適應力的影響及其作用機制。結果表明，校長中庸思維對教師生涯適應力具有顯著正向預測作用；領導成員交換和基本心理需要在校長中庸思維和教師生涯適應力之間的關係中具有仲介作用；集體主義導向在校長中庸思維和教師生涯適應力之間發揮著正向調節作用，即教師集體主義導向越高，校長中庸思維對教師生涯適應力的影響越強。本研究在理論層面拓展了基於中國本土文化的教育領導力研究，實踐層面對於學校管理和教師專業發展具有重要的參考價值。

日期及時間：

2025年6月19日 （星期四）：下午3:00 -4:30

講座模式：

線下實體面授方式

講座地點：

香港教育大學大埔校區D4-G/F-01

講座語言：

中文為主，輔之以英文

適用群體：

面向全校師生

嘉賓簡介

蘇君陽教授

教育學博士，北京師範大學教育學部教授，博士生導師。現任北京師範大學教育管理學院院長、北京師範大學教育督導研究中心主任、北京師範大學基礎教育教材綜合研究中心副主任、北京師範大學教育學部教育家書院副院長。兼任中國教育發展戰略學會家校協同專業委員會理事長，中國教育學會教育督導分會副理事長，北京市教育督導學會副理事長。主要研究方向:教育治理現代化、教育督導評估、家校社協同、教育公平等。

張玉鳳副教授

博士，北京師範大學教育學部副教授。博士畢業于清華大學心理學系，碩士畢業于北京師範大學教育管理學院，本科畢業於清華大學工程物理系。曾赴美國芝加哥大學商學院和俄勒岡大學心理學系從事訪學和博士後研究工作。主要從事教育管理領域的研究，聚焦于校長領導力、教育管理決策、職業決策等。主持和參與多項國家級和省部級專案，在《The Journal of Positive Psychology》、《Journal of Happiness Studies》、《Journal of Experimental Social Psychology》、《Motivation and Emotion》等著名SSCI期刊發表論文數十篇。

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