百年大计，教育为本。教育大计，教师为本。教师承载着传播知识、传播思想、传播真理，塑造灵魂、塑造生命、塑造新人的时代重任。提升教师组织社会化水平是保障其能更好地完成自设使命的重要前提。本研究将学校场域作为分析教师组织社会化的新视角，对42名入职1-3年的新教师进行深度访谈，并运用实物收集法辅助对数据进行收集，探究了学校场域中的教师社会化的资本、原则以及行动，旨在进一步深化对教师组织社会化问题的理解，为更好地提升教师组织社会化水平提供一定的借鉴与启示。

教师组织社会化资本包括岗位资本、资历资本、关系资本三种形式。岗位资本指由学校制度所决定的，围绕着行政岗位的资本。资历资本是伴随着教师经历与能力的资本，通常与教师教龄密切相关。关系资本指的是通过人际关系、社会网络所产生的资本。各种资本之间交织影响，能够彼此转换。学校场域中的新教师之间的互动存在彼此相互依存的单向性、体面性、私密性三项规则。单向性原则指学校场域内的权力和利益向着更占据资本的位置流动，而责任、工作则更多传递给资本较少的主体。体面性原则是指学校场域中，主体之间的互动是基于尊重和体面的，注重保持彼此的面子，不轻易伤害他人感受和自尊。私密性原则指学校场域内的信息流动、态度表达、人际冲突通过非公开方式发生。学校场域的三种规则彼此之间能够相互促进，达成一种均衡。场域规则权力格局的影响，不断维持学校的秩序。

参与学校场域互动的过程中，新教师组织社会化行动主要表现为反抗和服从两个方面。社会化行为生成于学校场域的权力格局与规则。单向性让新教师习惯被安排的处境，渴望更高地位，因而不敢得罪他人。体面性使新教师不愿扫别人面子。私密性让新教师对场域内诸多事物保持未知。这导致了新教师的犬儒主义行为。新教师也会采取职场策略，通过自强、社交、藏锋、卖惨、糊弄、借势乃至退场等方式和其他主体进行博弈。接触到学生越多，越是能意识到学生利益的新教师越倾向于抵抗。将自身理解为“为学校工作”的新教师则更倾向于服从。

研究结论与场域理论存在一些分歧。场域理论的经济资本在学校场域内是被抵触的。资历资本和文化资本在概念性质、资本构成、作用发挥等层面也存在差异。关系资本和社会资本在层次和运作方式上有所不同。本研究认为这些差异来自教师的微观视角、中国家本位的社会背景和教育场域的公平性准则。

Education is the foundation of a hundred-year plan. Teachers are the foundation of education. Teachers bear the burden of disseminating knowledge, disseminating ideas, disseminating truth, shaping soul, shaping life and shaping new people. To improve the socialization level of teacher organizations is an important premise to ensure that they can better fulfill their self-set mission. This study takes the school field as a new perspective to analyze the socialization of teacher organizations, conducts in-depth interviews with  new teachers who have been working for 1-3 years, and uses the method of material collection to assist data collection to explore the capital, principles and actions of teacher socialization in the school field, aiming to further deepen the understanding of the socialization of teacher organizations. It provides some reference and enlightenment for improving the socialization level of teachers' organizations.

The social capital of teacher organization includes three forms: post capital, seniority capital and Guanxi capital. Post capital refers to the capital around administrative positions determined by the school system. Seniority capital is the capital accompanied by teachers' experience and ability, which is usually closely related to teachers' teaching age. Guanxi capital refers to the capital generated through interpersonal relationships and social networks. The influences of various capitals are interwoven.

The interaction between new teachers in the school field has three rules, unidirectionality respectability and privacy. The unidirectional principle means that the power and interests in the school field flow to the position that occupies more capital, while the responsibility and work are more transferred to the subject with less capital. Respectability principle refers to the school field, the interaction between subjects is based on respect and decency, pay attention to keep each other's face, do not easily hurt others' feelings and self-esteem. The principle of privacy refers to the information flow, attitude expression and interpersonal conflict in the school field through non-public means. The three rules of the school field can promote each other and reach a balance. Field rules are affected by the power pattern, and maintain the existing power pattern of the school to a certain extent.

In the process of participating in the interaction in the school field, the socialization actions of the new teachers were mainly manifested in two aspects: resistance and obedience. Socialization behaviors are generated in the power structure and rules of the school field. The unidirectional principle makes new teachers accustomed to being placed in a situation where they aspire to a higher status, and thus dare not offend others. Respectability principle makes new teachers reluctant to save face. The principle of privacy allows new teachers to remain unaware of many things in the field. Therefore, the new teacher chooses to obey even though he disagrees with some things. New teachers also have their own workplace strategies. Through self-improvement, socializing, hiding the front, pretending to be stupid, selling miserably, etc., new teachers can play games with other subjects. But such protests often only affect an arrangement, not the power structure and rules of conduct in schools.

There are some differences between the research conclusion and the field theory. The economic capital of field theory is contradicted in the school field. There are also differences between seniority capital and cultural capital in the aspects of conceptual nature, capital composition and function play. Guanxi capital and social capital differ in level and mode of operation. This research believes that these differences come from the micro perspective of teachers, the Chinese family-oriented social background and the fairness criteria of the education field.