發(fā)布時(shí)間：2018-05-20 23:34

  本文選題：中學(xué)校長(zhǎng) + 校長(zhǎng)領(lǐng)導(dǎo)力��； 參考：《曲阜師范大學(xué)》2015年碩士論文

【摘要】：隨著教育改革的縱深推進(jìn),我國(guó)教育發(fā)展進(jìn)入新的歷史階段,學(xué)校作為教育改革主陣地正歷經(jīng)著巨大變革。我國(guó)中學(xué)實(shí)行校長(zhǎng)負(fù)責(zé)制,作為學(xué)校第一負(fù)責(zé)人的校長(zhǎng),其教育理念、領(lǐng)導(dǎo)風(fēng)格等因素對(duì)學(xué)校的有效發(fā)展意義重大。對(duì)學(xué)校變革背景下中學(xué)校長(zhǎng)領(lǐng)導(dǎo)力問(wèn)題的研究有利于完善我國(guó)教育領(lǐng)導(dǎo)領(lǐng)域相關(guān)理論,同時(shí)對(duì)中學(xué)校長(zhǎng)工作效能提高具有重要的實(shí)踐意義。學(xué)校變革背景下的中學(xué)校長(zhǎng)領(lǐng)導(dǎo)力是指在特定的領(lǐng)導(dǎo)體制、領(lǐng)導(dǎo)環(huán)境中,校長(zhǎng)為實(shí)現(xiàn)學(xué)校組織目標(biāo),對(duì)師生員工等施加影響的實(shí)際作用力。從校長(zhǎng)專(zhuān)業(yè)職責(zé)劃分的角度,校長(zhǎng)領(lǐng)導(dǎo)力主要由學(xué)校發(fā)展領(lǐng)導(dǎo)力、育人文化領(lǐng)導(dǎo)力、課程教學(xué)領(lǐng)導(dǎo)力、教師成長(zhǎng)領(lǐng)導(dǎo)力、內(nèi)部管理領(lǐng)導(dǎo)力、外部環(huán)境領(lǐng)導(dǎo)力組成。在查閱相關(guān)文獻(xiàn)的基礎(chǔ)上,結(jié)合訪談法、問(wèn)卷調(diào)查法對(duì)Z市的兩所中學(xué)的校長(zhǎng)和部分教師進(jìn)行了調(diào)查。首先,對(duì)兩所學(xué)校的部分老師進(jìn)行了問(wèn)卷調(diào)查,力求從教師角度得到對(duì)校長(zhǎng)的評(píng)價(jià);其次,對(duì)兩所學(xué)校的正職校長(zhǎng)進(jìn)行了面對(duì)面的訪談,力求得到最真實(shí)的一手資料。調(diào)研結(jié)果發(fā)現(xiàn),我國(guó)中學(xué)校長(zhǎng)的領(lǐng)導(dǎo)力發(fā)展水平參差不齊,以S中學(xué)校長(zhǎng)為代表的部分校長(zhǎng)領(lǐng)導(dǎo)力表現(xiàn)卓越,但同時(shí)校長(zhǎng)之間在個(gè)體素養(yǎng)發(fā)展、辦學(xué)理念、學(xué)校管理方法等方面表現(xiàn)差異顯著。這一方面與我國(guó)校長(zhǎng)管理制度不完善有關(guān),另一方面與部分校長(zhǎng)專(zhuān)業(yè)角色定位不清、對(duì)校長(zhǎng)專(zhuān)業(yè)標(biāo)準(zhǔn)認(rèn)識(shí)不到位有關(guān)。校長(zhǎng)領(lǐng)導(dǎo)力的提升是一項(xiàng)復(fù)雜工作,不僅需要外在校長(zhǎng)管理制度的保障,而且需要校長(zhǎng)自身的主觀努力。首先,通過(guò)健全校長(zhǎng)任職資格制度、完善校長(zhǎng)專(zhuān)業(yè)培訓(xùn)制度、改革校長(zhǎng)評(píng)估制度、革新校長(zhǎng)激勵(lì)機(jī)制來(lái)完善校長(zhǎng)管理制度,從而助力校長(zhǎng)領(lǐng)導(dǎo)力的培養(yǎng)。其次,校長(zhǎng)通過(guò)學(xué)習(xí)先進(jìn)的領(lǐng)導(dǎo)理論、明確校長(zhǎng)專(zhuān)業(yè)角色定位、重視校長(zhǎng)專(zhuān)業(yè)標(biāo)準(zhǔn)的引領(lǐng)、科學(xué)運(yùn)用分布式領(lǐng)導(dǎo)來(lái)提升自身綜合素質(zhì),從而促進(jìn)校長(zhǎng)領(lǐng)導(dǎo)力的整體提升。
[Abstract]:With the development of education reform, the development of education in our country has entered a new historical stage. As the main position of education reform, schools are undergoing great changes. As the principal of the first person in charge of the school, it is of great significance for the effective development of the school to carry out the principal responsibility system in the middle school of our country. The research on the leadership of middle school principals under the background of school reform is conducive to perfecting the relevant theories in the field of educational leadership in our country, and it has important practical significance for improving the work efficiency of middle school principals at the same time. Under the background of school reform, the leadership of middle school principals refers to the actual force that the principal exerts influence on the teachers, students and employees in a specific leadership system and leadership environment to achieve the organizational goals of the school. From the perspective of the division of the principal's professional responsibilities, the principal's leadership is mainly composed of school development leadership, educating cultural leadership, curriculum teaching leadership, teacher growth leadership, internal management leadership, and external environmental leadership. On the basis of consulting relevant literature and combining with interview method, this paper investigates the principals and some teachers of two middle schools in Z city. First of all, some teachers of two schools were investigated by questionnaire to get the evaluation of the principal from the teacher's point of view. Secondly, the principal of the two schools was interviewed face to obtain the most authentic first-hand information. The results show that the level of leadership development of middle school principals in our country is not uniform. Some principals represented by S middle school principals have excellent leadership performance, but at the same time, the principals have developed their individual literacy and the idea of running a school. There were significant differences in school management methods. On the one hand, this is related to the imperfect management system of principals in China, on the other hand, it is related to the unclear orientation of some principals' professional roles and the lack of understanding of the principals' professional standards. The promotion of principals' leadership is a complex task, which needs not only the protection of external principals' management system, but also the principal's own subjective efforts. Firstly, we should perfect the principals' management system by perfecting the qualification system, perfecting the principal's professional training system, reforming the principal's evaluation system and innovating the principal's incentive mechanism, so as to help the principal's leadership cultivation. Secondly, by studying the advanced leadership theory, the principal makes clear the orientation of the principal's professional role, attaches importance to the guidance of the principal's professional standard, and scientifically uses the distributed leadership to improve his comprehensive quality, thus promoting the overall improvement of the principal's leadership.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G637.1

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本文編號(hào)：1916750