小学教师眼中的分布式课程领导

分布式领导强调领导的实现是领导者与其他因素交互作用的结果。教师对分布式课程领导的看法决定其参与课程领导的程度与取得的成效。为了解教师对分布式课程领导的看法,选取深圳市20所小学中的929名教师为调查研究样本,确定了学校组织-基础设施、学校组织-时间管理、学校愿景、学校文化、教学设计、学与教的进步、教师领导、校长领导、科组表现、质量效益、改变效益、组织与计划效益、人际效益、价值效益等14个调查维度,并对各维度及总体效益数据进行探索性因素分析。研究发现,小学教师对分布式课程领导的看法在不同发展水平的学校和区域上存在显著性差异。深圳和香港特别行政区两地的小学教师对分布式课程领导的看法存在一定的共性和差异。价值观念在某种程度上决定了教师的课程领导力度。目前,有必要进一步唤醒教师课程共生意识、加强课程领导共同体的构建、强化课程社群建设,从而促进教师专业化的发展。

Distributed Curriculum Leadership in the Eyes of Primary School Teachers

Distributed leadership emphasizes that the realization of leadership is the result of the interaction between leaders and other factors.Teachers views on distributed curriculum leadership determine the process and effectiveness of their participation in curriculum leadership.In order to understand teachers views on distributed curriculum leadership,this paper selected 929 teachers from 20 primary schools in Shenzhen as the survey sample,and determined 14 survey dimensions,including school organization-infrastructure,school organization-time management,school vision,school culture,teaching design,learning and teaching progress,teacher leadership,principal leadership,subject performance,quality benefit,change benefit,organization and plan benefit,interpersonal benefit,value benefit,etc.,and explores the factors of each dimension and overall benefit data.The study found that teachers views on distributed curriculum leadership vary significantly in school quality level and regional development.The distributed curriculum leadership of primary school teachers in Shenzhen and Hong Kong Special Administrative Region has similarities and differences.Values determine teachers curriculum leadership to some extent,therefore it is necessary to further awaken teachers awareness of curriculum symbiosis,strengthen the construction of leading community and curriculum community,so as to promote the development of teachers specialization.