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促进教师组织学习的学校领导因素的研究有助于学校改进。本文基于上海市7所中学28名教师深度访谈资料的扎根理论研究,建构了影响教师组织学习的学校领导模型,即建立组织学习愿景,树立学习表率,管理学习活动,促进学习聚焦,并将其命名为“学习导向型领导”。通过对学习导向型领导内涵的深入分析,研究进一步指出其学习促进、过程问责和协作互动的行为特征。
The study of school leadership that promotes teacher learning helps school improvement. Based on the grounded theory research of 28 teachers in seven middle schools in Shanghai, this paper constructs the school leadership model that affects the organizational learning of teachers, that is, establishing the organizational learning vision, establishing learning model, managing learning activities and promoting learning focus, Named “learning-oriented leadership ”. Through in-depth analysis of the connotation of learning-oriented leadership, the study further points out its behavioral characteristics of learning promotion, process accountability and collaborative interaction.