教学领导的概念创生与理论演进——基于菲利普·海林杰教授访谈的叙事与思考

教学领导是教育领导领域十分重要且经典的理论模型,自上世纪80年代被提出以后,至今仍对理论和实践具有重要的影响力。本世纪以来,伴随"为学习的领导"研究热潮的兴起,教学领导理论再次得到关注。基于对教学领导理论和工具的主要创立者—菲利普·海林杰(Philip Hallinger)教授的专题访问,文章从亲历者和见证人的视角还原了这个标志性教育领导理论创生的历史过程,呈现了其在竞争性领导理论、多元文化情境以及不断升级的教育改革实践所编织的复杂背景中起落沉浮、渐进演化的脉络图景。文章最后着眼于教育领导研究日趋多元的发展格局,对本领域研究从哪里来、到哪里去的根本性议题进行了反思与展望。     

在构建学习型学校过程中教育领导角色与策略分析

文章通过对学习型学校特征以及教育领导概念和角色的分析，认为构建学习型学校的首要策略是树立学习型教育领导，如此可以使学校每个人在承担学校的责任上分享领导权力，实现对学校共同利益意识的承诺与尽责，唤起高绩效学校的共同愿景，充分发挥学校组织创新能力。同时探讨了在构建学习型学校过程中教育领导策略：1）建立延伸的领导概念，建构多水平的教育领导；2）教育领导者要确立角色意识，领导学校发展；3）教育领导者要建立清晰的共同愿景；4）建立分享反思的学校学习文化；5）构建高效能的团队学习，促进专业发展；6）建立学习机制，使教育领导产生巨大的创造力。     

国外学校变革中的教育性领导及其建构

有效的学校领导是学校质量和学校变革的关键因素。学校领导者是学校组织变革和发展的中心。发达国家在学校组织变革过程中越来越强调学校领导者的作用,强调学校领导者应该成为教育性领导。发达国家的研究者们揭示了教育性领导的内涵,从三个维度解释了教育性领导的职能及其相互关系,包括教学领导、课程领导和学习领导,同时还指出了教育性领导的建构策略。     

教育学发展中的继承与创新

继承与创新是教育学形成和发展的重要形式。教育学发展过程中的继承,不仅仅是对教育学思想和理论的继承,还是对哲学及其他与教育学相关的人文社会学科成果的继承。同时,教育学发展过程的继承还是跨文化的。创新始于对更高理想的追求,同时也意味着对现实的改进。教育认识的创新按其程度的不同,表现为改进和批判两种典型的形式。     

Exploring School Principals’ Leadership Styles and Learners’ Educational Performance: A Perspective from High- and Low-Performing Schools

School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning.     

Getting emotional: a critical evaluation of recent trends in the development of school leaders

Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible.     

Diversity and equality in academic publishing: the case of educational leadership

There have been ongoing criticisms of the field of educational leadership and management with respect to over-reliance on research from ‘Western’ contexts. However, evidence on the extent to which voices alternative to the dominant ‘Western’ discourse are represented in the international English-medium discourse of educational leadership and management is thin. Using a three-phase sequential mixed-methods approach, this paper explores knowledge production in the field by analysing the prevalence and impact of empirical articles published in four English-medium international journals. Additionally, the membership of editorial boards and editors is analysed to geographically locate key decision makers. Findings demonstrate that an exceptionally small set of core inner-circle Anglophone and non-inner-circle Anglophone settings enjoys disproportionate influence in the field. There is need for a knowledge base enriched with leadership and management practices from different sociocultural contexts and system structures with a multiplicity of voices to portray a more nuanced and balanced picture of leadership and management practices.     

重视和加强教育领导学的研究

教育领导就是确定教育组织的发展方向与共同愿景,对全体成员施加积极的影响,使其积极主动地为实现组织目标而努力工作的过程与活动。带领、指导、教育、劝说和激励等是施加影响的重要手段。教育领导学是研究与提高教育领导活动的合理性、科学性和有效性相关的一般性的主要的领导问题的理论体系。我国的教育领导学研究应主要包括学科性质、基本要领领导行为、领导能力等内容,并且要采取适当的措施,加强教育领导学的学科建设与推广工作。     

Leadership Succession in New South Wales Catholic Schools: Identifying potential principals

This article reports research conducted on leadership succession in New South Wales Catholic schools. Using a specially developed instrument, the Impediments to Leadership Succession Inventory (ILSI), hierarchical cluster analysis was conducted using data collected from 943 middle management and senior management staff located in Catholic schools throughout New South Wales. A four cluster solution was accepted. One cluster consisted of 182 respondents who did not see major impediments to becoming a principal in the future. While short-term targeting of this subpopulation could be an effective strategy in the recruitment of principals, it is necessary to address the underlying impediments to leadership succession in New South Wales Catholic schools.     

The Creation of OpenCourseWare at MIT

This paper traces the genesis of the MIT OpenCourseWare project from its initial strategic precursors in 1999 and 2000, through its launch in 2001 and its subsequent evolution. The story told here illuminates the interplay among institutional leadership, and strategic planning, and with university culture in launching major educational technology enterprises. It also shows how initiatives can evolve in unexpected ways, and can even surpass their initial goals. The paper concludes with an overview of challenges facing OpenCourseWare in moving from the end of its production ramp-up and towards sustainability.

A social epistemology for educational administration and leadership

ABSTRACT

As a field of knowledge production, educational administration and leadership scholars do a substantial amount of talking past one another. These parallel monologues are a major issue for the advancement of knowledge. Original contributions can only be made in relation to others. That is, the innovation or significance of scholarship is an act of (social) scientific distinction. This means purposely engaging with the other. In this paper, I argue that the knowledge frontiers of educational administration and leadership are highly fragmented and siloed. I do not, however, see diversity of scholarship as a fatal flaw nor do I argue for a form of knowledge centrism. Rather, my intervention is to propose a social epistemology for moving knowledge claims.     

Five literatures of organisation: putting the context back into educational leadership

In this article we develop the arguments of Glatter on the importance of adopting a more ‘organisation-oriented’ approach to educational leadership development. Through a critical review of current publications and national courses in the field, we argue that educational leadership is still very skills focussed at the expense of more sophisticated understandings of organisational context. This skills focus, or ‘agency without structure’, as Glatter puts it, encourages a ‘can do’ culture of simplistic solution-seeking rather than appreciation of complexity and paradox in the leadership experience which can produce better judgements. To identify such ‘understandings’, we then examine five traditions of thinking about ‘organisation’ through their related literatures. The first four, thinking psychologically, thinking structurally, thinking culturally and thinking politically, build on organisational ‘frames’. The fifth literature explores how these frames are constantly and variously brought into play through ‘complex responsive processes’ of organising in our daily work lives. Implications of this more organisation-focussed approach for educational leadership development are discussed through examples from the authors’ own research and teaching.     

建国初期杨献珍党校教育思想与实践研究

杨献珍是著名的革命家、党校教育家和哲学家,长期从事党的干部教育事业。建国初期他关于党校教育的思想与实践集中体现在党校教育内容和方法、党校教学方针、党校师资培养等几个方面。建国初期,杨献珍在探讨执政条件下党的干部教育时所提出的许多思想观点,至今仍具有重要意义。     

西方教育管理理论简析

自20世纪70年代以来,西方教育管理理论呈现"丛林"态势。概括而言,主要有刻板管理模式与管控型领导、同侪管理模式与参与式领导、政治管理模式与交易型领导、主观管理模式与后现代领导、混沌管理模式与权变型领导以及文化管理模式与道德领导六种主要模式。把握主要理论模式的基本假定、特征、优势及不足不仅是明晰其价值与效用的基础,更是科学、合理借鉴以有效指导我国教育改革与发展的必要前提。     

基于变革型领导理论的高校教育创新机制研究

变革型领导理论作为一种科学的领导学研究与实践的范式,应用到高校教育理论与实践中去,具有十分重要的现实与理论意义。它有助于加深和丰富高校领导理论的内涵,有助于提高高校领导理论的品质,有助于构建高校教育创新机制。     

Planning for leadership succession: creating a talent pool in primary schools

This article reports on a study that was funded by the National College for School Leadership in order to explore practices, drivers and barriers to leadership talent identification, leadership development, leadership succession planning and leadership retention within a group of contextually different schools. The article offers two narratives from primary school headteachers, operating in different circumstances, in order to show the ways in which schools are attempting to ‘grow their own’ leaders through systematic policies for leadership development. Key features of successful schools which consider themselves to be good at leadership development, which may be relevant to other primary schools, are outlined.     

Voices of educational administration internship mentors

Within the field of leadership preparation, there is agreement by both scholars and practitioners of the need to engage aspiring leaders in authentic field-based learning experiences that tightly align to coursework (Perez, Uline, Johnson, James-Ward, & Basom, 2011). An integrated approach including mentoring is critical to the success of the internship activities and therefore the overall experience. Using data gathered from interns, as well as issues emerging in existent literature, the researchers developed and administered a survey to mentors to assess the activities, level of engagement, and general feedback on the internship experience for those they supervised, as well as their own development during the interaction. We subsequently conducted interviews of five mentors who had responded to the survey to allow for further exploration of the emergent themes.     

包容型教育领导视域下的成人学校文化构建

包容型教育领导是当代成人教育和成人学校的发展所需要的一种特殊风格的领导方式,它是一种兼容并蓄、和谐有序的学校领导方式,有利于促进成人教育机构发展。包容型教育领导文化的构建是成人教育管理理论中领导方式转变的依据和促进成人学校发展的重要思路,把包容型教育领导作为成人学校文化构建的重要内容对成人教育和成人学校的发展具有重要价值。     

Informal mentoring for aspiring school leaders: a phenomenological study

ABSTRACT

Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators.     

Teacher leaders’ work with peers in a Quasi-formal teacher leadership model

Building on evolving conceptions of teacher leadership in the literature, this article argues that an integration of both positional and empowering elements of teacher leadership are the seeds of an evolved approach to teacher leadership for instructional improvement. Using data from a study of quasi-formal teacher leadership, the research examines how teacher leaders play a positive role in schools and fulfil a series of needs of teachers. However, the constraints of teacher leaders’ instructional authority limits their ability to influence the instructional practices of their peers. The findings clarify the distinction between school-level and individual-level teacher leadership.