学校治理已成为当代我国中小学制度变革及文化建设的价值追求和基本手段，由于个体校长成长背景、生活习性、学历学识、兴趣爱好等的差异，致使他们在学校治理变革中，个体校长采取行动的价值取向、空间位置、基本内容、策略方法等均带有自身特有的特征。与其他个体校长行动相比，不仅显示出明显的差异与不同，且带有特定校长独有的行动区隔。本研究以校长行动区隔为核心论题，选取在学校治理中具有典型性和代表性的两位校长为个案，采取半结构化访谈法、观察法和实物收集法为资料收集方法，以类属分析和情境分析为资料分析方法，从校长行动空间、行动工具、行动观念等维度，描述在学校治理中两位个案校长行动的情境和具体治理行动的动态过程，归纳校长行动区隔的样态，揭示校长行动区隔的影响因素。

研究发现如下：

1.学校治理中个案校长的行动。在学校治理中，J校长整体上呈现出“向内扎根”的行动。在行动空间上J校长基本上以学校为家，聚焦在学校课堂教学、教师教学行为、学生行为习惯养成等治理行动内容，与政府、教体局等教育主管部门却敬而远之，与社会专家只是浅层交流而无合作行为；在行动工具上J校长主要在自我革命、引领教师成长、与专家浅层交流中形成的专业知识与实践能力；在行动观念上J校长主要是在学校治理中所形成的对于学生、教师、教学、课程的看法。而L校长整体上呈现出“向外生长”的行动，在行动空间上L校长主要围绕学校发展和外部的政府、社会专家展开，聚焦学校顶层设计、课堂教学、组织结构等方面治理内容，在外部与政府、专家合作争取社会资源；在行动工具上L校长主要是在学校发展过程中形成的个人权威；在行动观念上L校长主要是在学校治理中所形成的学校发展、教师、权力、管理的看法。

2.学校治理中校长行动区隔的样态。以社会实践理论和治理理论为研究视角，发现在学校场域中两位校长在行动空间、行动工具、行动观念上存在区隔。具体来说，J校长在治理行动中呈现出“S-S”单点式的学校行动空间、校长专业权力的行动工具、个体“内圣外王”的行动观念；L校长在治理行动中呈现出“U-G-S”网络式的社会行动空间、校长行政权力的行动工具、组织“外圣内王”的行动观念。比较而言，两位校长行动区隔的样态主要表现为学校、政府、社会等多元主体基于利益的交往空间区隔，校长专业权力和行政权力并存中基于权力的行动符号区隔，个人使命和组织发展共存矛盾中基于自我认同的行动观念区隔。

3.学校治理中校长行动区隔的影响因素。分析发现，J校长的行动主要受到难以跨越城乡边界的同质化场域、普通农村家庭带来的匮乏资本、“克己慎行”性情倾向带来的保守惯习的影响；L校长的行动主要受到三次成功跨越带来的跃升场域、中产阶级城市家庭带来的丰裕资本、“尽善尽美”性情倾向带来的敬业惯习的影响。总体而言，两位校长行动区隔的影响因素可以从宏观、中观、微观层面来分析。在宏观层面，影响因素主要是等级化、权力化、多中心的教育场域，社会性资本分布差距的渗透，自我内化与组织规训下校长行动区隔倾向；在中观层面，影响因素主要是主体异质性的学校场域环境，相对悬殊的学校资本优势，差异化的学校管理风格；在微观层面，影响因素主要是校长个体场域所处的位置与利益诉求，校长个体的资本储备与运用，校长个体行为惯习的适应。

最后，本研究从学校治理角度对于校长行动区隔提出相关改进建议。具体包括：第一，构建多元主体参与的学校治理格局，加强校长治理能力建设，落实和规范学校办学自主权，来拓宽校长学校治理行动空间，实现学校、政府、社会协调互动。第二，淡化校长行政权力，强化校长专业权力，重构学校内外部权力关系，注重校长资本的积累与运用，来完善校长学校治理行动工具，重构校长权力结构。第三，转变校长学校治理行动观念，实现个体和组织的融合，从行政观念走向治理观念，从个体观念走向组织观念，从区隔走向融合。

School governance has become the value pursuit and basic means of primary and secondary school system reform and cultural construction in China. Due to the differences in the growth background, living habits, educational background, interests and hobbies of individual principals, the value orientation, spatial location, basic contents, strategies and methods of the actions taken by individual principals have their own unique characteristics in the reform of school governance. Compared with other individual principals' actions, they not only show obvious differences, but also have the unique principal's action distinction. This study takes the principals' action distinction as core topic, selects two principals who are typical and representative in school governance as cases, uses semi-structured interview method, observation method and physical collection method as material collection methods, and takes generic analysis and situational analysis as data analysis methods. This paper describes the situation and dynamic process of the two case principals' action in school governance from the dimensions of principals' action space, tools, concept, summarizes the patterns of two principals' action distinction, and reveals the influencing factors of two principals' action distinction. The findings are as follows:

1.The description of the actions of the two principals in school governance.

In school governance, President J shows the action of "taking root inwards".

Principal J's action space is mainly carried out around the internal space of the school. Basically, he takes the school as his home, focusing on the governance contents such as school classroom teaching, teachers' teaching behavior and students' behavior habits. However, he is far away from the external government, and has communication but no cooperation with social experts; Principal J's action tool are mainly his professional knowledge and practical ability by self-revolution, leading the growth of teachers and interacting with experts; Principal J's action concept is mainly the view of students, teachers, teaching and curriculum formed in school governance. President L shows the action of "outwards growth".Principal L 's action space is mainly carried out around the school development and external government and social experts. He focuses on the governance content of the school's top-level design, classroom teaching and organizational structure, and obtain resources from government and experts; Principal L 's action tool is the personal authority formed in the process of school development. Principal L's action concept is the concept of school development, teachers, power and management formed in school governance.

2. The forms of principals' action distinction in school governance.

From the perspective of social practice theory and governance theory, it is found that the principals have action distinction of space, tools and concept in the school field.Principal J presents the single-point school action space of "S-S", the action tool of principal's professional power, and the action concept of individual "sageliness within and kingliness without" in his governance actions. Principal L presents the "U-G-S" network of social action space, the action tool of the president's administrative power, and the action concept of organizing "sageliness without and kingliness within " in his governance actions. In comparison, the forms of the two principals' action distinction is communication space distinction based on interests, action symbols distinction based on power and action concepts distinction based on self-identity.

3.The influencing factors of principals' action distinction in school governance.

Principal J is mainly influenced by the homogenization field that is difficult to cross the boundary between urban and rural areas, the lacking capital brought by ordinary rural families and the conservative habit brought by the disposition of "self-restraint and careful behavior". Principal L's action distinction is mainly influenced by the leap field brought by three successful jumps, the abundant capital brought by middle-class urban families and the professional habit brought by the disposition of "perfection". In summary, the influencing factors of two principals' action distinction in school governance can be analyzed from macro, medium and micro levels. At the macro level, the main influencing factors are the hierarchical, power-oriented and multi-center education field, the infiltration of social capital distribution gap and the tendency of principals' action under the condition of self-internalization and organizational discipline. From the medium level, the influencing factors are mainly the heterogeneous school field environment, the relatively different school capital advantage and the differentiated school management style. At the micro level, the influencing factors are the principal's individual field location and interest demands, the principal's individual capital reserve and application and the principal's individual behavioral habitus adaptation.

Finally, this study puts forward the countermeasures from the perspective of school governance and principals' action. First, it builds a school governance pattern with the participation of multiple subjects, strengthen the construction of principals' governance capacity, implement and standardize the autonomy of schools, so as to broaden the action space of principals' school governance and realize interaction between schools, government and society. Second,it dilutes the principal's administrative power, strengthen the principal's professional power, reconstruct the internal and external power relationship of the school, and pay attention to the accumulation and application of the principal's capital to improve the principal's school governance action tool and reconstruct principal's power structure.Third, it changes the principals' action concept of school governance to realize the integration of individuals and organizations, including from administrative concept to governance concept, and from individual concept to organizational concept, and from distinction to intigraion.