骨干教师领导角色的认知研究

Research on Teachers' Perceptions on Backbone Teachers' Leading Roles

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。

Teacher leadership as a theory advocating empowering teacher to participate in school management were developed quickly and accepted largely since it was proposed in 1980s in the United State. After the theo- ry was introduced into China, the Backbone teachers were generally considered by scholars in Hong Kong and China's Mainland as teacher leaders in China. However, there was no relevant empirical study to confirm this point. This study as an empirical study tried to explore the teachers＇ perceptions on Backbone Teachers＇ lead- ing role. The findings revealed that from the perspective of teachers＇ expected and practical roles, the Back bone Teachers played the similar roles with teacher leaders in the United States, but their awareness of per- forming leadership were impacted by the principal leadership and the school atmosphere. In addition, teachers were not satisfied with the current two translations of the term ＂teacher leader＂, so the study proposed a new expression, in order to attract people＇s attention to Backbone Teachers＇ leadership.