校长信息化教学领导力模型构建及发展途径

Model Construction and Development Way of Principals' ICT Leadership

校长是教育信息化发展诸环节中的关键人物。校长对信息化教学的领导力是推动学校信息化教学改革和发展的关键,有利于提高校长的领导效能,促使校长角色由行政管理者向信息化教学引领者转变,推动学校信息化教学管理由依靠行政控制力向依靠愿景号召、专业引领、实践示范及氛围涵育方向转变。基于国内外教育学和管理学领域关于校长信息化领导力的研究成果,运用德尔菲法建构的"信息化教学领导力模型"由信息化教学前瞻力、感召力、影响力、决断力、控制力、信息素养6个领导力要素和定义学校信息化教学使命、管理与评价信息化教学、创设信息化教学积极氛围三个领导过程及9个具体领导行为所构成。这三个领导过程在学校信息化教学领导及管理实践中互为前提、相互依存、共同发展,呈现出三角螺旋动态上升发展的趋势。尽管构成校长信息化教学领导力的6个要素是相互融合、彼此贯通的有机统一体,但其在不同领导过程中发挥的作用却有主次和差异之分,因此,实践者应充分认识这些差异限度,注重各要素的和谐发展。

The principal is a key figure for the development chain of education information. The principals＇ ICT leadership is the key to promoting ICT reform and development in schools. It is conducive to improving principals＇ leadership effectiveness, promoting principals＇ roles from managers to ICT leaders, and promoting ICT management from relying on administrative control to relying on vision, guidance, demonstration and atmosphere.With the Delphi method, the paper presents the model of principals＇ ICT leadership based on research achievements in the education and administration fields at home and abroad. The model consists of six leadership power elements, three leadership process definitions and nine specific leadership behaviors. The six leadership power elements are ICT prediction power（power： the combination of ability and intelligence）, gathering power,influence power, decision-making power, control power, and information literacy. The three leadership process definitions include mission of school ICT, management and evaluation of ICT, construction of ICT positive atmosphere. These three leadership processes are mutual premises, mutual dependence and collaborative development in the school ICT leadership and management, with a triangular spiral upward trend. Although the six elements that make up the principals＇ ICT leadership are organic and integrated with each other, they are differentiated in the sequence of priority and the roles they play in different leadership processes. Therefore,Practitioners should fully recognize these differences and focus on the harmonious development of all elements.