Optimizing the Leadership Styles and Establishing a New Teacher-Student Relationship

There're mainly two kinds of behaviors-Task Behaviors(TBs) and Relationship Behaviors(RBs) among the school leadership styles. TBs contribute to achieving the goals, while RBs help to promote the interpersonal relationships. However, different perceptions of social values and morals will have a great influence on establishing the good leader-teacher relationship and the teacher-student relationship, which is also no exception for the leadership styles. Thus, optimizing the leadership styles will enhance the leader-teacher relationship, and also benefit the teacher-student relationship.

What Type of Teacher Leadership Function Effectively in ESL/EFL Classrooms?

Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.

Leadership, Professional Development and Teachers＇ Practice in Bedouin High Schools

The purpose of this paper is to explore the Bedouin educational system from the leadership context and its relation with professional development and to test professional development impact on teachers＇ practice. The research relies on the theory of full range leadership model and professional development and teaching practice. Design/methodology/approach-the questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin high schools in the Negev in south of Israel, in addition to an interview with 10 principals. As results of the study, hypotheses which expect a positive relationship between transformational and transactional leadership and professional development have been rejected. On the other hand hypothesis that expects no relationship between laissez-faire leadership and professional development and hypothesis which expects a positive relationship between professional development and teachers practice have been accepted.

The Effects of Work Ethics, Transformational and Transactional Leadership on Work Performance of Teachers

Teacher performance is an important factor to improve education performance. This study aimed to analyze the effect of the work ethics, transformational, and transactional leadership style on teacher performance. The experiment was conducted in public high school No. 112 Jakarta. A total of 50 teachers were included as samples, where they were given the questionnaires to be filled by self-rating. Data were analyzed with multiple linear regression model and processed with SPSS version 20. Results showed that transformational leadership, transactional leadership and work ethics have positive and significant impacts on teacher performance both simultaneously and individually.

Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

Research on the Connotation, Characteristics, and Promotion Path of Teacher Leadership in Higher Vocational Colleges

In vocational education,teacher leadership is an important factor in promoting school development and improving teaching quality.Enhancing teacher leadership has practical significance for the connotative development of vocational colleges.It involves improving education and teaching quality,cultivating high-skilled talents,building excellent teaching teams,enhancing school governance systems,and other areas.The core elements include professional knowledge,teaching innovation,teamwork,and communication skills.The enhancement of teacher leadership can effectively enhance teachers’enthusiasm to participate in educational and teaching reforms as well as promote the overall efficiency of vocational colleges.In order to enhance teacher leadership in vocational colleges,it is necessary to achieve a breakthrough in institutional barriers,combine personal and external factors,strengthen institutionalized teacher leadership construction through a top-down design,and strengthen evaluation and feedback mechanisms to establish a scientific leadership evaluation system and improve teacher leadership cognition.

“Teacherpreneurs”分析及其对我国教师信息化领导力研究与实践的启示

美国是国际上较早关注教师领导力的国家之一。在我国教师信息化领导力发展的初级阶段,分析美国最新教师领导力理念对我国教师信息化领导力的研究与实践具有重要的借鉴意义。"Teacherpreneurs"是21世纪创新型教师领导者。这一概念是美国教学质量中心(Center for Teaching Quality,CTQ)为应对21世纪教与学的变革而提出的,代表了信息时代美国教师领导力理念的变革。本研究在对"Teacherpreneurs"的提出背景、基本内涵和基本特征进行分析的基础上,对我国教师信息化领导力的研究与实践进行了尝试性思考与总结,以期对丰富教师信息化领导力理论,开发教师信息化领导力,拓宽教师专业发展途径具有一定的指导意义。

营利性教师在线知识分享平台及其影响--以美国Teachers Pay Teachers为例

营利性教师在线知识分享平台的出现催生了教师之间的商业关系,也改变了知识分享这一行为及目的,知识沦为教师的私人物品。鉴于此,教师教育者需要具备良好的数字素养,不断学习和使用各种新兴的网络技术,深入教学一线,为教师提供个别化支持,让优质资源更多地以教师喜欢的方式出现在教师最常用的平台网站上。

研训者数据领导力测评模型构建与应用研究

随着全球数字经济的蓬勃发展,数据日益成为重要战略资源和新型生产要素,对领导者的任务和能力要求带来了革命性变化,数据领导力的概念应运而生。研训者作为我国教师专业发展的引领者和指导者,只有具备一定的数据领导力才能更加从容地应对数字时代给教育教学和教师发展带来的全新挑战。科学测评是高质高效进行能力培养和发展的先决条件,但目前我国尚缺乏具有指导性的研训者数据领导力测评模型。基于此,该研究遵循教育测评模型构建的一般范式,通过厘清研训者数据领导力的内涵特征,从理论思辨与实证分析两方面构建了包含数据使用规划、数据探究指导、数据文化建设等3个一级指标、13个二级指标的研训者数据领导力测评模型。实证检验结果表明,该测评模型具有较好的可行性和有效性,可以为科学精准测评研训者的数据领导力水平提供理论指导。最后,基于我国研训者数据领导力的现状水平和存在问题,该研究从多智力投入、多角色参与、多场景构建三个方面提出了具体的对策建议。

Network Connection and Energy Radiation through Grassroots Master Teacher Studios--A Case Study Based on Distributed Perspective

Distributed leadership is a collective leadership mode in which multiple members of the organization dynamically share leadership roles according to changes in capability and environment,so as to achieve leadership sharing and leadership energy radiation.Facing the distributed leadership practice of Master Teacher Studio that really occur in education management can make our understanding and description of its original ecological and endogenous construction process more objectively,meticulously and deeply.Through the generation and expansion of the case studio with the characteristics of"grassroots",the empowerment and differentiation of leaders,the stimulation and radiation of members leadership,the generation process of"grassroots"Master Teacher Studio from the initial construction of"uniline"mode to"network"distribution connection,and the radiation process of Master Teacher Studio members'energy from"uninuclear transmission"to"multinuclear connection".Thus,it will realize the organic integration of Western distributed leadership theory and localized grassroots master teachers'studio practice.

课程思政中立德树人导向对育人绩效的作用机制研究

为了揭示立德树人导向如何作用于育人绩效,从组织战略导向出发,选取教师组织公民行为和目标导向行为作为中介变量,基于“战略导向—组织行为—战略产出”理论模式,探讨立德树人导向对育人绩效的作用机制;同时,选取变革型和交易型两种课程思政的领导风格作为调节变量,研究其对立德树人导向发挥作用的边界影响。研究表明,高校需要强化立德树人导向培养优秀大学生,形成自身的独特竞争优势;同时,高校管理者需要通过调整领导方式以更好地贯彻完成立德树人根本任务。

能力精准测评何以可为?——以研训者数据领导力测评实践为例

精准把握能力现状是高质高效进行能力培养和发展的前提,随着测评理念的悄然变化和信息技术的不断发展,精准测评逐渐成为教育测量与评价领域的重要发展趋势。尤其在教师能力测评领域,迫切需要探索出一条精准测评的可行路径,以破解传统测评中的数据浅表化、内容粗放化等现实问题。为此,文章首先构建了包含测评目标确立、测评模型构建、测评数据分析和测评结果应用四个阶段的研训者数据领导力精准测评实施框架,并在中小学教师研训者数据领导力的大规模测评实践中验证了该框架的可行性和有效性。然后,文章通过综合运用经典测验理论和认知诊断理论,从整体把握和个体分析两个层面对研训者数据领导力的能力水平与知识状态进行评估诊断,并设计了个性化诊断报告,成功实现了兼具群体共性与个体特性的精准诊断和个性反馈。文章通过研究,旨在为能力精准测评提供理论指导和可行路径,进而推动能力培养走向精准化、个性化。

美国名师引领项目的实践与启示——以纽约州为例

为了解决教师离职率高、教学质量差距大等问题,在联邦政府额外补贴制的支持下,美国各州相继开发了名师引领项目。通过建立科学有效的选拔、运行和保障机制,较大地提升了名师的引领效果。美国名师引领项目的特点是:各司其职与协同工作并存,提供支持与工作问责并重,引领他人与自我发展并行。对照这些经验,我国在提升名师引领效率方面,应建构名师分类系统,建立名师引领的系统管理体系,完善名师引领的保障体系,并为名师提供专业学习机会。

园长家园矛盾适应性领导力水平的现状研究

矛盾与合作相伴相生,作为公共关系危机的一种表现,家园矛盾会严重阻碍家园共育关系的维系与发展,而园长的适应性领导力对于化解家园矛盾十分重要。本研究自编信效度检验良好的问卷,采用随机分层抽样法,对山东、河南、山西、辽宁等地区的650名园长进行调查。研究结果表明:园长家园矛盾适应性领导力的总体水平较高,但不均衡;其在年龄、职位、学历等不同人口学变量上存在差异。基于此,提出养成“安”与“危”共生的内省发展观、树立“人”与“事”并重的科学处置观、坚持“情”与“理”相融的家园沟通观的建议。

“三全育人”视域下高校思政课教师在“课程思政”实施中发挥价值引领作用的路径

“三全育人”视域下,高校为贯彻落实全员全过程全方位育人,大力开展“课程思政”。专业课教师重知识教育,欠缺思想政治理论的系统知识和思想政治教育的经验;思政课教师具有系统的思想政治教育理论和丰富的思想政治教育经验的优势,但是他们侧重于一般性的思想政治理论知识的教育。很多高校的保障机制也不够健全。因此,要促使高校思政课教师在“课程思政”实施中发挥价值引领作用,思政课教师要对其他课程教师进行专业、系统的指导,帮助其他教师正确深入地理解思想政治理论,高校通过完善机制,实现“立德树人”的价值目标。

体育教学中教师主导与学生主体共融发展关系研究

文章运用文献资料法、访谈法、实地考察法等研究方法多方面了解体育教师在讲授体育课时如何处理教师主导性和学生主体性关系,并提出发挥学生主体性的意见和建议。体育教学乃是在体育教师的引导下学生能动地学习知识以获得个性发展的活动。“教”与“学”二者互相依存、互相促进、相得益彰、缺一不可。

教研组特征及教研组长如何影响教师教学?——基于专业学习共同体理论的调查

教研组是学校基本的教学研究组织,它不仅为校本教研质量提供了基础保障,亦发挥着促进教师专业发展的重要作用。教研组的优质和可持续发展,是新时期基础教育高质量发展中不容忽视的议题。在国际语境中,教研组被称为中国式的专业学习共同体。高效的专业学习共同体不仅强调教师之间的有效沟通协作,亦强调教师之间的合作文化。以专业学习共同体为理论视角,通过对义务教育阶段教师的调查,探索我国中小学教研组特征,以及这些特征及教研组长领导力如何影响教师的教学效能感。研究显示,教研组对学生学习的关注、分享实践和反思对话能够提升教师个体教学效能感;教研组长领导力不仅直接影响教师教学效能感,亦会通过影响教研组对学生学习的关注和反思对话间接影响教师教学效能感。进一步提升教研组活动的“质”,重视并提升教研组长的领导力,是教研组优质和可持续发展的关键。

护理“双师型”教师领导力培训课程方案的构建

目的:构建护理“双师型”教师领导力培训课程方案,为促进师资队伍建设、提升教学质量提供参考。方法:以分布式领导力理论为指导,通过文献回顾、半结构式访谈、小组讨论等方法构建护理“双师型”教师领导力培训方案初稿,采用德尔菲法对29名专家开展2轮函询,形成课程方案。结果:2轮专家函询问卷回收率均为100%,第2轮函询专家权威系数为0.859。培训模块、培训课程、培训内容专家意见的肯德尔和谐系数分别为0.305、0.307、0.303(P<0.001)。最终形成的培训方案包括3个培训模块、10个培训课程、42项培训内容。结论:基于分布式领导力理论构建的护理“双师型”教师领导力培训方案科学可靠,可为院校护理“双师型”教师培养提供参考。

兼济抑或独善:中庸思维对学前骨干教师领导力的影响研究

骨干教师领导力建设对于促进教师社群发展具有重要意义,传统文化是影响教师领导力的重要因素。为揭示中庸思维对骨干教师领导力发挥的影响,以学前骨干教师为对象,以计划行为理论构建预测模型,探究中庸思维、心理所有权和感知园长变革型领导对学前骨干教师领导力的作用机制。结果表明:1)中庸思维对学前骨干教师心理所有权及其领导力起正向预测作用,心理所有权在中庸思维和教师领导力之间起中介作用;2)变革型领导在中庸思维对教师领导力的直接预测路径上存在正调节作用,在中庸思维对心理所有权的直接预测路径上存在负调节作用;3)变革型领导总体上促进了中庸思维对教师领导力的预测。加强骨干教师领导力建设,应辨明中庸本意,澄清中庸价值,强化教育师范生成长过程中的中庸思维培养。组织领袖采用变革型领导时,应注重道德领导和专业领导,以家庭支持行为增进个别化关怀,利用中庸道德机制和弹性机制增进骨干教师领导力。

包容型领导对中小学教师工作绩效的影响机制研究

以329名中小学教师为调查对象,采用包容型领导量表、工作绩效量表、心理安全感量表和核心自我评价量表考察包容型领导对中小学教师工作绩效的影响机制。结果表明:包容型领导正向影响中小学教师工作绩效,心理安全感中介包容型领导与中小学教师工作绩效的关系;核心自我评价调节了心理安全感在包容型领导与中小学教师工作绩效之间的间接作用。研究结果从社会交换理论和自我决定理论的视角揭示了包容型领导对中小学教师工作绩效的影响,以及心理安全感的中介作用和核心自我评价的调节作用,为提高学校领导的管理效率以及提升中小学教师工作绩效提供了实证依据。