【作者】 许天佑；

【导师】 陈彬；

【作者基本信息】 华中师范大学 ， 教育经济与管理， 2012， 硕士

【摘要】 中学教师领导力是指就职于中学教育阶段各类学校(包括初中、高中、职业中学)的教师在其工作群体活动中,为实现学校和个人教育目标,通过自身所具有的专业权力和非正式权力,对学生、教师和学校所产生的一种综合影响力。本研究通过文献梳理,运用教师领导思想理论,以“领导力五力模型”为基础,结合教育学相关知识和原理,建立了教师领导力构成要素的结构框架,即教师的领导力由教师的人格魅力、教师的教学领导力、教师的教育影响力、教师的教育决断力和教师的教育前瞻力构成。基于此,本研究以H地区的中等学校为调查对象,抽取了其中四所中学(包括一所普通初中、一所示范初中、一所普通高中和一所示范职业高中)中的420名学生和120位教师作为调查样本,通过问卷调查、运用实证分析的方法分析论证了中学教师领导力相关构成要素的单变量和多变量对学生学习的影响。通过分析研究,结果表明：1.中学教师的教学领导力对学生的学习有显著影响。2.中学教师人格魅力的四大要素：自我期望、个人效能感、对教育工作的热爱、师德的水平的高低均能明显影响学生的学习,其中教师对教育工作的热爱是教师人格魅力构成要素中最重要的成分,对学生学习的影响最大。3.教师的专业知识和技能、教师对学生需求的了解和把握是教师教育影响力的四个变量中促进学生学习的关键要素,二者是教师教育工作有效开展的基础。4.教师的决断力能大大提高教师的课堂管理效能,若教师能将其决断力与课堂教学管理紧密结合,就能很快改善学生的学习。5.学生的个人学习愿景是教师教育前瞻力有效发挥的条件,即教师对学生的期望须契合学生的知识能力状况和个性发展特征。据此,本文建议：首先,高等教育部门应建立科学的教师领导力培训体系,提高教师教学效能；其次,学校应改变管理模式,建立学习型教师领导团队,全面提升教师的领导力；最后,中等学校应着重加强校本培训和教师队伍建设,大力培养、发展教师的领导力。更多还原

【Abstract】 The middle school teacher leadership is the comprehensive influence to the students generated by the teachers who work in the secondary schools, including junior middle schools, senior middle schools and senior secondary vocational schools. With this kind of professional authority and informal power, teachers might encourage students to realize their teaching goals, to know content well and to share school education vision.On the basis of The Five Forces Model of leadership, through literature review, the paper has established a theoretical frame of the teacher leadership factors. In this frame, the teacher leadership consists of five elements, they are:the charismatic leadership; the teaching leadership, the influential leadership, the decisive leadership and visional leadership. In this research, the secondary schools of the H-region are the survey objects.420students and120teachers are sampled from four secondary schools, including a junior high school, an exemplary middle school, an average high school and an exemplary vocational high school. Furthermore, it has analyzed and demonstrated the univariate and multivariate influence of leadership elements of secondary school teachers on student learning by taking advantage of empirical analysis and through questionnaires.Based on the analysis and demonstration, some findings in the thesis are as follows:First of all, the Teaching Leadership of Secondary school teachers can significantly affect students’ learning.Secondly,The four elements of the secondary school teachers’ personality, such as self-expectations, personal efficacy, the affection to education, the ethic level could significantly affect students’ learning. The love of ethics can all have great impact on students’ learning. Among the four factors, the affection to education profession is the most important element, and has the greatest impact on students’ learning.Furthermore, teacher’s professional knowledge and skills, the ability to understand and satisfy the needs of students are the key element of the four variables forming teacher educating influence to improve students’ learning. Moreover, they are both the basis for effective teaching.In addition, the decisive leadership can greatly improve the performance of teachers in classroom management. If a teacher was able to combine its decisive leadership with classroom teaching management closely and effectively, he or she could quickly improve students’ learning.Last but not least, the students’ personal learning vision is the condition that teacher visional leadership can effectively impact students’ learning, that is, expectations of teachers to students have to be suitable for the characteristics of students’ knowledge condition and personality development.Accordingly, the article has made some following recommendations:Firstly, the higher education sector should establish a scientific training system on teacher leadership to improve teachers’ teaching efficiency and effectiveness; Secondly, Schools should change the management model so as to establish a learning team of teacher leadership to enhance teachers’ leadership; lastly, Secondary schools should focus on school-based training and strengthening the construction of high effective contingent of teachers to cultivate and develop teacher leadership.更多还原