胜任特征理论被实践应用之前，个人工作绩效的预测是通过智力测量的方法来实现的，其预测的准确度不高，有时甚至出现很大的偏差。1973年，美国的麦克里兰博士用评价胜任特征的方法来代替传统的智力测量以预测个人的工作绩效，取得了非常大的成功，该方法逐步得到全世界的普遍认同和广泛推广。特别是对人力资源管理领域，胜任特征的研究为它提供了一个全新的视角，能更加科学更加有效地对岗位人员进行培养、选拔、培训、考核、评价等。为深入探讨本地区的中学校长要想成为绩优者需要哪些胜任特征，本研究采用理论与实证相结合的方法，初步构建了本地区的中学校长胜任特征模型。首先，运用行为事件访谈技术，通过对10位本地区中学校长（绩优组5人，一般组5人）的访谈材料进行胜任特征编码和分析，运用t检验统计技术，构建出某市某区中学校长胜任特征初步模型。然后，通过焦点团体访谈、头脑风暴法（专家小组讨论法）、专家预测法等，对模型进行完善。研究结果：（1）初步构建出本地区中学校长的胜任特征模型：中学绩优校长的胜任特征包括成就导向、战略策划、沟通能力、识人用人、使命感、团队领导、逻辑思维、学习领悟、反思力、创新意识、意志力、影响力、资源开发与利用等13项；中学校长共有的胜任特征包括主动性、人际理解、信息寻求、制度建设、诚信正直、关系建立、培养人才、组织洞察、职权运用、决策力、专业素养、团队合作、宽容、灵活性、自信心、责任心等16项。（2）研究发现，工作绩效优异和工作绩效一般的中学校长通过胜任特征的频次或平均等级分数或最高等级分数都能予以区分；在访谈长度上绩优组和一般组是没有差异的。本研究构建出的本地区中学校长胜任特征模型，一方面，可供上级主管部门、本地区的教研部门、本地区的校长培训部门进行相关应用，为本地区中学校长的培养、选拔、培训、考核、评价等提供依据参考；另一方面，为本地区的中学校长明确了想要成为绩优校长必须具备的胜任特征，使他们对自身的发展有更高的目标，对自身的工作有更高的标准，对提高本地区中学校长的工作绩效和管理效能一定会有非常重要的指导意义。

Before Competence feature theory was practiced and applied, a prediction of individual operation was obtained by measure of intelligence, without its accuracy being high, and its deviation was even great sometimes. In 1973, the United States, Dr. McClelland used a method of competency merit evaluation to replace the above traditional method to predict the individual's operation, and achieved a great success, which was gradually recognized and popularized widely around the world. Especially in the field of human resource management, research of competency merit provides a new perspective for it, which makes more scientific and effective for the culture, selection, training, assessment, and evaluation of staff positionsTo further explore what competency merits the of the secondary school principals （hereinafter referred to as the principals）need in order to become excellent in the region, a preliminary competency merit model has been built the region by means of a combination of theoretical and empirical methods in this studyFirst, by means of interview techniques for behavioral events, through coding and analysis of competency merits for 10 regional principals (an excellent and a general group of five people respectively) from their interview material, we constructed a preliminary competency merit model of regional secondary school principals with t-test and statistical techniques. And then we improved the model through interviews of focus group, brainstorming (expert panel discussion Act), and expert predicting.Results: (1) preliminary construction of the competency merit model for the regional principals: competency merit of excellent principals includes 13 competency merits. They are achievement-oriented, strategic planning, communication skills, manpower management, mission, team leadership, logical thinking, learning insight, reflection, innovation awareness, willpower, influence, resource development and utilization; competency merits shared by principals includes 16 competency merits. They are initiative, interpersonal understanding, information search, system construction, integrity, relationship establishment, training, organizational insight, use of power, decision-making ability, professionalism, teamwork, tolerance, flexibility, self-confidence, and responsibility. (2) The study found that the excellently operating principals can be distinguished from the generally operating principals of the secondary schools by the frequency or average rating score or highest rating scores. There is no difference with the lengths of interview between them.The competency merit model of the local principals built in this study, on one hand, can be applied to local authority, teaching study, and principal training departments in the region, and referenced for the local principal culture, selection, training, assessment and evaluation; on the other hand, makes it explicit that the local principals must possess competency merit to be on the top of list, wherefore they will set higher development goals and higher work standards, which will be a very important and significant guide to improve operation and management effectiveness of the local principals.