骨干教师领导角色的认知研究

发布时间：2018-01-10 19:26

本文关键词：骨干教师领导角色的认知研究　出处：《教师教育研究》2017年05期 　论文类型：期刊论文

【摘要】：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。
[Abstract]:The theory of teacher leadership which advocates empowering teachers to participate in the operation and governance of schools has been developed rapidly and widely accepted since it was put forward in the United States in -20s. The more general cognition is that the backbone teachers in our country actually act as the leading role of teachers as defined by the theory. But the relevant empirical research is still lacking. This study attempts to reveal the front-line teachers' cognition of the leading role of the backbone teachers through empirical research. This study finds that the backbone teachers play the role of "should be" and "reality". They are similar to the "teacher leadership" in the United States, but teachers' recognition of the leading role of the backbone teachers is also influenced by the principal's leadership and the school atmosphere. First line teachers are not satisfied with the term "teacher leadership", so this study proposes to use "leadership teacher" as the corresponding expression of leadership teacher in China. With a view to attracting attention to the leadership of key teachers.
【作者单位】：华东师范大学教育学部;北京师范大学教育学部;美国佐治亚大学教育学院;
【基金】：全国教育科学“十二五”规划课题“基于教师领导力模型的实证研究:义务教育阶段骨干教师的影响力”(EHA150394)的研究成果
【分类号】：G451
【正文快照】： 3.美国佐治亚大学教育学院,美国)倡导赋权教师参与学校运作和治理的教师领导力(teacher leadership)理论,作为一种新兴的有别于传统的“英雄式校长”的学校领导力理论,自上个世纪80年代在美国提出后迅速得到推广和认同。在随后的几十年内,国外学者尤其是美国学者对“教师领导

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