随着时代变化，中国社会也迈入全面转型的新时期，社会环境风云变幻，学校面临着前所未有的生存和发展压力，学校组织需要不断变革和创新。学校的转型变革不能仅仅依靠校长个人能力与个人魅力，更要发挥学校管理团队协同配合的集体力量。而中层领导这一群体正是学校转型变革的重要力量与中坚团队。

本研究采用个案研究方法，选取笔者担任研究助理的一所完全中学为研究对象，通过预访谈，确定以远航中学的两位中层领导为主要研究对象，兼顾其他中层领导与教师，关注在学校变革背景下中层领导角色行为的表现与其影响因素。研究主要采用参与式观察法，利用局内人的参与优势，笔者深入远航中学的教学变革中，观察中层领导的日常工作、课堂教学、教研活动等，了解远航中学推动学校变革的进展，通过访谈法、观察法和实物收集法等获取大量一手资料，包括学校中层组织和中层领导的现实处境、学校变革的缘起和实施过程、变革给中层领导与教师们带来的改变，以及中层领导为推动教学变革而实施的具体角色行为等。笔者基于变革理论与权力理论基础，通过研究分析得出研究结论，并通过深入分析内在原因提出相应研究建议，也希望对教育管理学领域的中层领导相关研究做有益的补充。

研究发现：（1）中层领导角色行为的构成方面；

两位中层领导的角色行为都由个人角色行为、教师角色行为与领导角色行为三个维度构成，但其三个维度的具体体现不同。周副校长的领导角色行为占主导地位，领导角色行为中主要由整合力行为发挥作用，在研究框架之外还发现其领导角色行为中“重视评价”与“成果意识”两种重要特质；在周副校长的角色行为中，其个人角色行为增进了他的魅力权威，教师角色行为帮助塑造完善了中层领导整体形象，以上两者推动领导角色行为的实施。秦主任的教师角色行为占主导地位，甚至阻碍了领导角色行为的发展。秦主任的行为构成中，“决断力”与“整合力”两方面被忽视，因此难以整合整个团队，教师难以对秦主任产生信赖，导致秦主任的多种领导行为面临困境，秦主任对自我“教师角色”的认同也远高于对“领导角色”的认同。

两位中层领导在角色行为中也存在共同点，例如他们都自身能力突出、教学水平优秀，对自己的学科有独特见解；在个人角色行为中，他们的适应力突出，对多种理念多元包容，能够因境制宜；在感召力行为方面，他们的特质影响与能力吸引较为突出。同时，周副校长的“结构化”思维、核心意识与秦主任的“概念化”思维、“抓住重点”存在共通；两位中层领导具备较好的变革思维，这也为他们成为变革中的中层领导奠定了良好的基础等。由此可见，在中层领导的角色行为构成中，教师角色必不可少，但不能成为主要构成；中层领导需要牺牲一部分“个人角色”与共享一部分“教师角色”，才能成就更加完善的中层领导角色，使领导行为富有成效，进而推动学校变革。

（2）中层领导角色行为的影响因素方面；

在社会层面，基于标准本位的变革诱因是学校产生变革的根本原因，但只有面向市场本位的内生动力的激发才有可能推动学校自下而上、由内而外的真正变革，也只有面向市场本位的学校变革才能真正使中层领导的角色行为发挥作用。

在推动学校变革的策略选择与行为实践上，中层领导所选择的策略与推动变革的有效性与自身角色行为的构成因素有重要关系。由于变革由学校领导自上而下发起，属于强制政策，因此周副校长与秦主任都会使用“权力-强制”策略来布置任务、设置制度来规定教师参与课改；由于领导行为效果不明显，在变革中后期，周副校长主要采取“理性-经验”策略与“标准-再教育”策略改变以往领导行为，通过树立课改标杆、推出示范课等激励教师学习榜样，并借助自身权威、许诺课题、论文等物质奖励，通过小组研讨模式推动形成教师共同体，发挥自身的魅力权威使教师形成对课改的认同，以上角色行为也获得良好成效，一定程度上推动了教师们的课改自觉性与积极性。但秦主任由于更关注自身教师角色、忽视领导角色，在变革前、中、后期并未改变行为策略，导致推动变革的效果不佳。

中层领导在学校变革中处于上传下达的重要位置，他们是教师群体的带头人，既要带动教师参与课程改革与教学设计，又要作为中层的管理者引领变革方向，同时还是沟通学校上下级的重要桥梁，但在国内的教育环境中，中层领导的重要作用往往被忽视或轻视。基于本研究的研究结论，本研究认为在学校变革背景下，学校应首先通过推动学校的组织结构调整来为课堂教学的具体教学变革奠定组织基础，也为中层领导的角色行为实施构建良好实践场域；通过凝聚个人力量、重视平等对话、拓宽沟通渠道等实现共同愿景引领，使教师成为自觉的的行动主体，辅助中层领导共同推动学校变革；在具体实施策略上，中层领导要注重适宜的行为选择，通过完善激励制度、强化评价考核制度等实现诱导性权威与强制策略有机结合，奖罚并施，在变革中发挥引领、带动、承上启下、内外沟通的重要作用，使学校变革、中国基础教育新课程改革有效、长久推行。

With the changes of  Times, Chinese society has also entered a new period of comprehensive transformation. The social environment is changing, and schools are facing unprecedented pressure for survival and development. School organizations need to constantly change and innovate. School reform has become the focus of attention of scholars in the field of education. Grasping the trend of school transformation and reform in the new era, promoting the reform in a planned and active way is also an urgent problem for current education management. The transformation of the school should not only rely on the personal ability and charm of the principal, but also give play to the collective power of the school management team. The middle-level leaders are the important force and backbone team of the school transformation.

This study adopts the method of case study and selects a full middle school where the author serves as the research assistant as the research object. Through the pre-interview, two middle-level leaders of Yuanhang Middle School are determined as the main research objects, and other middle-level leaders and teachers are taken into consideration, focusing on the performance and influencing factors of middle-level leaders' role behaviors under the background of school reform. The research mainly adopts the participatory observation method and takes advantage of the participation of insiders. The author goes deep into the teaching reform of Yuanhang Middle School, observes the daily work, classroom teaching, teaching and research activities of middle-level leaders, understands the progress of Yuanhang Middle School in promoting the school reform, and obtains a large number of first-hand data through interview, observation and material collection. It includes the realistic situation of middle level organization and middle level leadership, the origin and implementation process of school reform, the changes brought by reform to middle level leaders and teachers, and the specific leadership role behaviors implemented by middle level leaders to promote teaching reform. Through research and analysis, the author found that middle-level leaders would implement different leadership role behaviors in different periods of reform, and put forward reasonable research suggestions through in-depth analysis of the internal reasons, so as to make a breakthrough in the research on middle-level leaders in the field of educational management.

The study found:（1）Composition of middle-level leadership role behavior:

The role behavior of the two middle-level leaders consists of three dimensions: individual role behavior, teacher role behavior and leader role behavior, but the concrete embodiment of the three dimensions is different. Vice President Zhou's leadership role behavior plays a dominant role, which is mainly played by integration behavior. Besides the research framework, it is found that Zhou's leadership role behavior has two important characteristics: "value evaluation" and "achievement consciousness". In Vice Principal Zhou's role behavior, his personal role behavior enhances his charismatic authority, while teacher role behavior helps to shape and improve the overall image of middle-level leaders. The above two factors promote the implementation of leadership role behavior. Director Qin's teacher role behavior is dominant and even hinders the development of leadership role behavior. In the composition of Director Qin's behavior, the two aspects of "decisiveness" and "integration" are neglected, so it is difficult to integrate the whole team, and it is difficult for teachers to trust Director Qin. As a result, Director Qin faces difficulties in various leadership behaviors, and Director Qin's self-identification of "teacher role" is much higher than that of "leadership role".

The two middle-level leaders also have something in common in their role behaviors. For example, they both have outstanding abilities, excellent teaching level, and unique views on their own disciplines. In the individual role behavior, they are highly adaptable, tolerant to a variety of ideas, and able to adjust to conditions; In the aspect of charismatic behavior, their trait influence and ability attraction are more prominent. At the same time, Vice President Zhou's "structured" thinking and core consciousness are in common with Director Qin's "conceptualized" thinking and "grasping the key points". The two middle-level leaders have better transformational thinking, which also lays a good foundation for them to become the middle-level leaders in the transformation.

Therefore, in the composition of the role behavior of middle-level leaders, the role of teachers is indispensable, but cannot be the main composition; Middle-level leaders need to sacrifice part of their "personal role" and share part of their "teacher role", so as to achieve a more complete middle-level leadership role, make the leadership behavior effective, and then promote the school reform.

（2） Influencing factors of middle-level leadership role behavior:

At the social level, the motivation for change based on standards is the fundamental reason for the change of schools, but only the endogenous motivation of market-oriented can promote the real reform of schools from bottom to inside out, and only the market-oriented school reform can really make the role behavior of middle-level leaders play a role.

In terms of the strategy selection and behavioral practice of promoting school change, the effectiveness of the strategy chosen by middle level leaders and the effectiveness of promoting school change has an important relationship with the constituent factors of their own role behavior. Since the reform was initiated from the top down by the school leaders, it was a compulsory policy. Therefore, Vice Principal Zhou and Director Qin both used the "power-coercive" strategy to assign tasks and set up systems to stipulate teachers' participation in the curriculum reform. Since the effect of leadership behavior was not obvious, Vice President Zhou mainly adopted the "rational-experience" strategy and the "standard-re-education" strategy to change the previous leadership behavior in the middle and later stage of the reform. He encouraged teachers to follow the example by setting up the benchmark of curriculum reform and launching demonstration courses, and made use of material rewards such as his own authority, capital commitment projects and papers. The group discussion mode promotes the formation of teachers' community, and gives full play to their own charm and authority to form teachers' recognition of the curriculum reform. The above role behavior also achieves good results, and to a certain extent promotes the teachers' consciousness and enthusiasm of the curriculum reform. However, because Director Qin paid more attention to his role as a teacher and ignored his leadership role, he did not change his behavioral strategy before, during and after the reform, resulting in poor effect in promoting the reform.

Middle-level leaders play an important role in school reform. As the leaders of teachers, they should not only drive teachers to participate in curriculum reform and teaching design, but also lead the direction of reform as middle-level managers. At the same time, they also act as an important bridge to communicate with the upper and lower levels of the school. Based on the conclusion of this study, this study believes that under the background of school reform, schools should first lay an organizational foundation for the specific teaching reform of classroom teaching by promoting the adjustment of the organizational structure of schools, and also build a good practice field for the implementation of the role behavior of middle-level leaders. By pooling individual strength, attaching importance to equal dialogue and broadening communication channels to achieve common vision guidance, teachers can become conscious action subjects and assist middle-level leaders to jointly promote school reform; In terms of specific implementation strategies, middle-level leaders should pay attention to the appropriate choice of behavior, realize the organic combination of guiding authority and coercive strategies, reward and punishment, and play an important role in leading, driving, connecting and communicating with each other in the reform, so as to make the school reform and the new curriculum reform of Chinese basic education effective and long-term implementation.