美国四种校长教学领导力评估模型的比较与评论

Critical and Comparative Study on Four Assessment Models of Principal Leadership in USA

美国校长教学领导力评估模型的研究缘于美国1966年科尔曼报告,以及美国人对校长在学校教育过程中发挥重要作用的诉求。从美国校长教学领导力评估的发展历程来看,美国先后出现四种较具影响力的评估模型,Bossert等人1982年开发的模型,Hallinger等人1985年所开发的模型,美国马里兰州校长教学领导力评估模型和VAL-ED模型。四种模型具有独特性,但彼此之间也具有传承与发展的关系。鉴于此,在中国推行课程改革的时代背景中,我国需要开展校长教学领导力研究,并建立本土化的校长教学领导力评估模型,促进校长角色转变,建立校长问责制。

The research of the principal instructional leadership dates back to the Coleman Report in 1966 in America and originates from the Americans in urgent demand of principal＇s effect on school education. From the historical its development, there are 4 influential models of principal leadership assessment, namely, model by Bossert et al in 1982, by Hallinger et al in 1985, of Maryland and model of Vanderbilt assessment of leadership in education （VAL-ED）. They are unique but consistent. Thus, in the context of curriculum reform, we need to carry out research on principal leadership and set up a localized principal leadership assessment model, establish principal accountability to facilitate the change of the role the principals play in China.