本研究问题的提出具有一定的现实背景和理论背景。一方面，沟通不但是管理活动中的重要活动，也是一切管理者最重要的职能之一，是领导胜任力的特征之一。作为一所卓越学校的校长，必须具有良好的沟通能力。另一方面，我国学校发展中的沟通问题亟待解决。虽然组织中的沟通行为占据了工作人员的大部分时间，然而沟通仍然是许多组织的一大难题。组织沟通模式的研究发端于上世纪七十年代并逐渐成熟，沟通从单向传递发展到双向反馈这一动态互动过程，并且在沟通模式中逐渐引入了环境及个体心理等影响因素，沟通过程模式趋于完善。这些经典模式大多由国外学者提出，并且大多集中在企业管理领域。相比之下，学校组织的沟通模型研究则比较落后，我国学者通过研究建立的模型很少，也没有完善的研究成果，所以专门构建一个使用于学校组织的沟通模型具有一定的研究意义。　　　本研究的主要研究问题及最终目的是：通过修订的量表收集数据，运用数据统计分析技术构建我国小学校长—教师有效沟通的模型。研究工具使用通过访谈法修订的《我国小学校长—教师有效沟通行为量表》，采用问卷调查法获得数据，选取北京市和合肥市的小学教师作为样本，然后采用探索性因素分析与验证性因素分析技术构建和验证模型，并对背景变项的差异进行了显著性分析。最终，构建我国小学校长与教师有效沟通模型共包括擅于使用沟通技巧、主动交流工作和情感、激励教师专业成长和机智解决沟通障碍四个维度，32项有效沟通的行为特征。验证性因素分析也证明所构建的模型具有良好的稳定性，模型可以接受。根据研究结论，本研究提出如下建议：创设沟通机会；抓住教师不同年龄阶段特点；关注教师感受；激励教师专业成长；擅用沟通技巧；互相理解。

Problems of this study has a certain realistic background and theoretical background.On the one hand, the communication is not only an important activity in management activities, it also is one of the most important functions of all managers, is one of the characteristics of leadership competency. As an outstanding school headmaster, the principal must have a good communication ability. On the other hand, the communication problems in our country school need to be solved. Although the communication behavior occupies the staff most of the time, but communication is still a big problem to many organizations. Study of the patterns of organization communication originated in the 1970s and gradually developed, from one-way transmission to two-way communication, and gradually included environmental and individual psychological factors. Most of these classic mode put forwarded by foreign scholars, and mostly concentrated in the field of enterprise management. School organizational communication model research, by contrast, are relatively backward, few scholars in our country studying the model and there is no perfect results.So building a special communication model for school organization has a certain research significance.　　　The main research question and the ultimate purpose of this study is: through the revision of the questionnaire to collect data, using the data statistical analysis technology to construct effective communication model between elementary school principals and teachers. Research tools is revised by teacher interview, which named ‘our country elementary school principals and teachers effective communication behavior scale ’. The measurement method is used to obtain data which is selected in Beijing and Hefei. Then using exploratory factor analysis and confirmatory factor analysis technology to construct and verify the model. At last, analysis the significant difference of background variables.　　　Finally, this research has established the effective communication model between elementary school principals and teachers in our country.It includes four dimensions and 32 behavior characteristics: good communication skills, taking the initiative to communicate with teachers' work and emotion, inspiring teachers' professional growth, witness to solve communication obstacles. Confirmatory factor analysis has proved this model has good stability and can be accepted.　　　According to the research conclusion, I put forward the following suggestions: creating communication opportunities; considering the characteristics of different age teachers; paying attention to teachers' feelings; encouraging teacher professional development;good communication skills;understanding each other.