在系统梳理社会资本不同概念的基础上，本研究运用理想类型法，建构了个体层次社会资本和集体层次社会资本的概念。运用个体层次社会资本的概念和社会网络分析范式，建构了校长社会资本的概念和测量模型。校长的社会资本指存在于校长自我社会网络中的、为校长行动提供便利的资源。校长社会资本的测量模型由社会网络一般结构特征、网络成员特征、网络资源类型三个维度和网络成员身份个数、网络关系构成、关系类别个数、网络趋同性、关系强度、资源类型六个指标组成。运用校长社会资本的测量模型，经过调查和分析，发现校长社会资本的现状是：绝大多数校长都保持着2-4个成员身份；行政联系在校长网络关系构成中占据主导地位；关系类别的多元化程度为中等；网络成员的趋同性为中等；关系强度较强；网络成员提供单一信息性资源的最多，其次是提供单一物质性资源和单一情感性资源；强关系为学校发展提供了各种类型的资源；网络关系构成与资源类型之间存在着专用性关系。引入校长的人力资本、体制资本、社会交往时间投入等变量作为校长社会资本的影响因素，回归分析发现：学历越高，校长的成员身份个数越多，关系强度越弱。学校类型显著影响网络成员身份个数、网络关系构成、物质性资源的获得。学校直接主管部门显著影响校长的网络关系类别个数和物质性资源的获得。校长行政级别显著影响校长的社会联系。社会交往时间投入量显著影响校长的行政联系、关系强度。在教育管理场域中，校长的人力资本、体制资本、社会资本呈现非均衡分布。通过本研究，为教育领域的个体层次社会资本研究提供了清晰的概念工具和方法论基础，为认识校长行为和解释教育管理问题提供了一种新的话语和视角。同时本研究还揭示了校长行为和教育管理实践中存在的一些问题，为学校均衡发展提供了一些政策建议。

On the basis of coordinating different concepts of social capital systematically, the research constructed the concept of the social capital on both the individual-level and the collective level with the ideal type theory. And the research also constructed the concept of social capital and the measurement model of principals, employing the concept of individual-level social capital and social network analysis paradigm.The Social capital for Principals refers to the resources which exist in the ego-centered network for principals, and also provide convenience for principal actions. The Social capital measurement model for principals consist of three dimensionalities and six indexes. The three dimensionalities refer to the characteristics of the general social network structure, the characteristics of the network members, and the types of network resources. And the six indexes are the numbers of network identity, composition of role relationship, numbers of role relationship, network homophiles, strength of ties and resource type.Based on the investigation and analysis with the help of social capital measurement model of the principals, it can be found that the majority of principals maintained 2-4 network identities; administrative contacts dominated the composition of role relationship; and also the majority of principals obtained middling numbers of role relationship, middling homophiles of the network members, but strong ties. It is also found that most of the network members provide a single information resource, secondly, material resource and emotional resource. It can be proposed that strong ties provide various types of resources for the school development, and the appropriative relationship exists between the composition of role relationship and resource type.Introducing several variables of human capital, system capital, and social company time as the influencing factors of social capital for principals, the regression analysis shows that the higher diploma, the more numbers of network identity, the weaker ties. The school types significantly affect the numbers of network identity, the composition of role relationship, and the access of material resources. The school derect supervise department significantly affect the numbers of the role relationship and the access of material resources. The bureaucratic level of principals prominently influences social contacts of principals. The social company time significantly affects the administrative contacts and the strength of ties. In the educational administration field, the human capital, system capital, social capital of principals have been distributed unproportionally.The research proposed the clear conceptual implements and the foundation of methodology for research of individual-level social capital in education spheres; a new approach for understanding the principal conduct and explaining the issues of educational administration. In addition, the research also revealed some of the practical problems of the principal conduct and educational administration and also provided some policy recommendations for the balanced development of school.