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《教师教育研究》2017,(5)
提倡赋权教师参与学校运作和治理的教师领导力理论自上世纪80年代在美国提出后得到了迅速发展和广泛认同。该理论引入国内后,较普遍的认知是我国的骨干教师在事实上充当了该理论所定义的教师领导角色,但相关的实证研究尚付阙如。本研究通过实证调研尝试揭示一线教师对骨干教师领导角色的认知情况。本研究发现,从骨干教师扮演应然和实然的角度来看,他们和美国"教师领导"是类似的,但教师对骨干教师领导角色的认定也深受校长领导力和学校氛围的影响。另外,一线教师对于"教师领导"这个称谓并不满意,故本研究提出用"领导型教师"作为具有领导力的教师在国内的对应表述,以期引起大家对骨干教师领导力的关注。 相似文献
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教师领导力研究是当前教师专业发展研究的前沿领域。学界围绕教师课程领导力已进行了系列研究,但是仍存在一些不足,主要有如下方面：一是无论是翻译、介绍的西方成果,还是我国自身进行的探讨,都较侧重于理论研究．行动研究、个案研究、实验研究相对较少。二是对教师课程领导力研究的文献,绝大部分把教师仅作为教室层次的课程领导者,考虑教师的教学,而不是整体地考察教师课程领导的所为, 相似文献
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<正>一、关于领导力和教育领导力关于"领导力(Leadership)"的研究首先是从领导研究开始的。从19世纪末20世纪初着重研究领导者人格特质的领导特质理论,到40年代探寻领导者在领导过程中的具体行为以及不同的领导行为对部属影响的领导行为理论,60年代的研究与领导行为有关的情境因素对领导效力的潜在影响的领导权变理论(情境理论),以及之后的领导归因理论, 相似文献
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教育局长是我国区域教育行政管理的基本领导群体,其领导行为直接影响着区域教育发展的内涵与进程。按照权变领导理论框架,教育局长的领导力与教育局长的工作情境直接相关。由于教育局长的工作情境具体由教育局、政府和学校系统三个开放的工作系统构成,因此,教育局长的领导力呈现出三维结构,即行政领导力、政治领导力和教育领导力。相应地,教育局长要提升领导力,应该从三个维度入手:领导领导者,有效提升教育局长的政治领导力;认识教育组织特征,有效提升教育局长的教育领导力;发展组织文化,提升教育局长领导的有效性。 相似文献
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校长的领导力包括道德领导力、教学领导力和行政领导力几个方面,其核心是教学领导力。作为一个校长对教学的领导,表现在这样几个方面:站在学科前沿,把握学科教学改革的总体方向;深入教学一线,诊断与研究学科教学存在的问题;开展教学研究,推进课堂教学的改革与创新;营造开放与多元的课堂教学文化,塑造有思想的研究型教师团队。 相似文献
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职业学校教师课程领导力是指就职于职业学校的教师,为了全面提高教育质量,提升学生学习品质,对课程进行设计、开发、实施和评价的能力。目前职业学校教师课程领导力提升面临着文化性、制度性、主体性等困境。提升职业学校教师课程领导力可通过教师加强学习,增强课程意识;学校革新领导理念,实施课程领导;建立以教研团队为载体的研修共同体;将教师课程领导力作为教师专业标准的内容并加强培训等路径达成。 相似文献
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校长领导力:内涵、结构和提升策略 总被引：1，自引：0，他引：1
周建华 《教育研究与评论(中学教育教学版)》2009,(10)
纵观国内外,校长领导力研究的理论流派归纳起来,主要有特质理论、权变理论、团体动力学理论以及变革型领导理论;而对校长领导力结构的分析,大多是根据校长在学校中承担的责任与扮演的角色来作为分类标准的.校长领导力只有在实践中才能生成.校长要确立先进的教育理念,不断增强自身素质,完善实践理论,并通过学校文化建设来提升自己的领导力. 相似文献
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贺善侃 《上海师范大学学报(哲学社会科学版)》2008,37(4):119-124
随着领导学理论的深入发展,“无形领导力”越来越引起领导理论研究者的重视。“无形领导力”作为一种文化力,构成领导力的灵魂;作为一种影响力,体现领导力的实质;作为一种领导魅力,是实施领导力的主要通道;作为平民化领导力,是构建社会主义和谐社会的保证。社会主义社会的领导者更应发挥好无形领导力在构建社会主义和谐社会中的重要作用。 相似文献
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领导作为一种运用非强迫性手段影响其他人自愿努力去完成群体或组织目标的过程,目的性是很强的。领导不是为了领导而领导,是为了群体或组织目标实现而领导。领导的有效性问题也成为领导学所关注的焦点。从领导力的角度出发对领导有效性和领导力在领导活动中的作用进行分析,提出了一些通过领导力的提升来达到领导有效性的途径。 相似文献
11.
张素歌 《和田师范专科学校学报》2010,29(2):50-51
教师业务档案于高职来说好比一个人力资源库,已经引起领导及档案人员的日益重视。教师业务是指从事教学、科研、教研及参加各项教育实践活动中产生的。能够反映教师本人政治思想面貌、教学业务水平等文字材料及其他载体材料,是经过收集、整理、立卷及信息化管理形成的。 相似文献
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周钧 《高等师范教育研究》2014,(4):75-80
通过案例分析发现,经历了行动研究后,教师的教学观念和教学实践都会发生改变,这种改变包括了线性模式和动态模式;教师逐渐发展其领导力,带领教师团队实施校本课程改革;教师在实践中形成了反思的专业习惯,达到了批判性反思的水平,并以行动研究的方式去解决日常教学问题,研究与教学整合为一;行动研究能够促进合作式、学习型的教师文化的形成;同时,教师克服了职业倦怠,找到了工作的价值和意义。 相似文献
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Salleh Hairon Jonathan Wee Pin Goh Catherine Siew Kheng Chua 《School Leadership & Management》2015,35(2):163-182
Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct. 相似文献
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校长领导力是如何影响学生成绩的?为什么说一个好校长就是一所好学校?对于这些问题,国外关于校长领导力与学生成绩关系的大量实证研究已经初步形成了五个具有影响力和说服力的理论模型:校长领导力三元理论模型、学校氛围中介效应模型、校长领导行为涟漪效应模型、以学习为中心的校长领导力模型和成功校长领导模型,可以很好地解释校长领导力影响学生成绩的方式与关系,对于校长如何提高学校办学质量以及如何提高学生成绩具有实践的指导价值。其中学校发展的政策背景、校长的专业培训、学生的家庭背景、利益相关者的需要等都会对校长领导力产生影响,而校长领导力与这些变量的相互作用又会对学校条件、教室条件以及教师质量产生影响,进而影响学生成绩。 相似文献
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Julie Amador 《International Journal of Science and Mathematics Education》2016,14(1):217-241
The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those educating teachers. This research explores how novice mathematics teacher educators professionally notice as they engage in teaching experiments and create models of student’s mathematical thinking. Findings indicate the novice teacher educators are including some evaluative comments in their professional noticing practices but lack in-depth interpretive analysis about student thinking and rarely make connections between student’s thinking and the broader principles of teaching and learning. These findings provide evidence for the importance of supporting teacher educators with developing their abilities to professionally notice. 相似文献
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Peter Bodycott Allan Walker John Lee Chi Kin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):15-31
New teachers enter schools with already established beliefs about principals.This paper reports on the nature and primary influences on what a group of Hong Kong pre-service teacher participants believe about principals. The nature of beliefs reflect underlying personal constructs that relate to interpersonal communication and management. Influences include past school principals, school leaders and parents. Beliefs were attained using a modified personal construct interview and analyses of participant stories. Findings highlight a close association between the leadership/management style of the principal whom participants would like to be and mothers, and the interpersonal behaviour of fathers and the principal whom participants would not like to be . The authors argue that reforms are needed in the course design of teacher education, teacher induction and programmes of professional development for principals. These reforms must address the influence personal history has on an individual's thinking about teaching, interpersonal communication and leadership - a reform process that begins with teacher educators and principals reframing their beliefs and associated practices. 相似文献
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Tak Ming Yu 《教育心理学》2011,31(3):301-317
This study examines the association between teachers’ preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their thinking styles by the thinking style inventory‐revised (TSI‐R). Results indicated that teachers in both regions preferred to employ student‐centred interpersonal behaviour (leadership, helpful and friendly, understanding and freedom teaching styles) in the classroom teaching. Teachers’ thinking styles were related to their preferred interpersonal teaching styles. Specific relationships were found between the types of thinking styles and their preferred teacher interpersonal behaviour among Hong Kong and Macau teachers. 相似文献
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There is a general doubt on whether teacher evaluation can contribute to teachers’ professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers’ feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes. 相似文献
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教学是学校的中心工作。随着全国范围内课程和教学改革的深入推进,人们越来越关注教学领导。教学领导研究是当前国际上的一个研究热点,并呈现新的特点。教学领导涉及多方面的因素,校长不仅要担当教学监控、反馈和指导等职能,而且还要致力于营造良好的学校文化和组织氛围;校长不仅是教和学的领导者,同时还承担支持者的角色,为教学提供资源和时间上的保障,促进教师在专业上不断进步。而教师也不再只是单纯的课程执行者的角色,而是被赋予课程开发者的角色,创造性地生成课堂和开展教学。 相似文献