Research On Principals’ Instructional Leadership Competency Of Primary And Secondary School

The leadership of the principal construction is always the focus of academic research. With the development of social economy, the new curriculum reform to promote the teaching, to become the instructional leader is more and more high. At present, the economy of our country is in the social transition period, high uncertainty and dynamic changing social environment requires the headmasters must have strong ability of instructional leadership, in order to adapt to the change of the environment and social development challenges. Primary and secondary school is the place for implementation of basic education. The foundation of basic education is not only the basic knowledge and basic skills, the foundation also is to make everyone become awakened people, human nature, a real man full of people, becoming a useful person in society,.This is the pursuit of value in primary and secondary schools. In the school management system’s leadership and decision-making status of primary and secondary school principals, an important prerequisite for its own power and inner quality became a school, the principal development beyond, to good leadership development and school a good school, plays on the school’s "soul" role, depending on his leadership. The headmaster leadership has many aspects of performance, teaching as the central work of the school, teaching leadership competency must be the most important core skills in the principal’s leadership. It is not only one of the main factors of principals’ professional,but also is different from other management work.The fundamental index is to measure the principal professionalization level.Therefore, this research takes the management, leadership, organizational behavior and competency research related theory as a guide, integrating the literature research method, survey research method, 360 degree feedback method, behavior event interview, focus group interview, quantitative analysis and qualitative research method of combining. Competency instructional leadership for a comprehensive and in-depth study of primary and secondary school principals, and lay the foundation for the quality of education and teaching in order to improve the overall quality of the headmasters of the school of ascension.The full text is divided into five parts, the specific contents are as follows:The first part is the pursuit of an ideal teaching leadership competency of primary and secondary school principals. Primary and secondary school principals’ instructional leadership competency connotation is of richness, relating to leadership, education theory, teaching and leadership competency category. But due to the limited time and energy, also for the in-depth study, the author only analyzes from two aspects of ontology interpretation of principals’ instructional leadership competency of primary and secondary school:one is to expound the connotation of principals’ leadership competency teaching in primary school; the other is the characteristic analysis of Principal Instructional Leadership Competency of primary and middle schools. At the same time, in order to avoid confusion and to distinguish between similar concepts, but also for the differences between instructional leadership, curriculum leadership, teaching management, administrative leadership competency; difference and contact force and ability, competency and so on, these concepts are analyzed and compared.The second part is the origin and the analysis of instructional leadership competency force model construction theory of primary and secondary school principals. The model construction of the main basis of the theory is made up of 5 parts:the objective-decision ability, the managing ability, professional guiding ability, quality assessing ability and conditional guarantee ability. Hence, the author advocates the 5 ablity model while pursuing the mechanism of the construction of Principal Instructional Leadership Competency Model of middle and primary schools. practice theory, leadership theory, competency model theory and other disciplines theory support and cooperation. The three theory complement each other, mutual supports.The third part investigates the current middle school principals’instructional leadership competency. In a reference to the Hallinger et al’s principal teaching management scale, Maehr & Ames’s instructional leadership scale, Murphy Principal Instructional Leadership integration framework and based on the relevant research achievements, the author made a self "teaching leadership competency questionnaire and interview outline, carrying out the project of primary and secondary school principals in four provinces, namely, Chongqing City, Sichuan, Shandong and Heilongjiang province. More than 3000 educators from 50 primary and middle schools were selected from the 17 districts (counties) as the object of investigation. The result showed that primary and secondary school principals’ instructional leadership competency overall level is not high. In reality, there are some differences between different regions. Comparitively, the booming economic and rich cultural of the developed area of primary and secondary school principals’ instructional leadership competency is generally higher than that of economy, culture relatively backward areas. The competency understanding deviation force structure in instructional leadership of principals of primary and middle schools around, resulting in primary and secondary school principals instructional leadership competency has larger space to promote, which is the purpose and value of this dissertation.The fourth part explores and analyses the factors that affect the educational Leader-ship of middle and primary school head teachers. Research findings suggest that the imp rovement of educational leadership is subject to multiple conditions and factors. These include not only state policies,but also direct/indirect management and intervention by 1 ocal education authorities. Meantime, social environment and unrealistic parental expect ations have an immediate impact on the headteacher’s educational leadership,too. Besid es, to varying degrees, the quality of teaching staff and school atmosphere restrain the h ead teachers bringing their talents to full play. More importantly, the head teacher’s educ ational leadership is largely determined by his/her way of thinking,personal abilities, en ergy and dedication.The fifth part discusses the principal’s instructional leadership competency improvement strategies for primary and secondary schools. There are mainly four promotion strategies:The first one is the concept of promotion strategy. The concept of promotion strategy is based on self reflection, adhere to lifelong learning, adhere to the teaching, following and grasping the rules of teaching and other aspects to improve principals’ instructional leadership competency. The second part is the role-changing strategy. The role-changing strategy is from the correct cognition of the principal’s role and implementation of professional principals role changing, enhancing the leadership competence of the principal teaching method. The third one is the ability strengthening strategy. The ability strengthening strategy is carried out from self teaching strategies from strengthening the leadership, strengthening the cultivation of teaching leadership practice experience, and the implementation of the three aspects of the standardized teaching administration proposed to enhance the leadership competence of the principal teaching method. The fourth one is the environmental support strategy. To upgrade the principal’s instructional leadership competency, the influence of the external environment also matters. Therefore, the educational administration department should strengthen the principals’ professional development and professionalization of the system construction, changing the evaluation way. They may also regularly carry out relevant training for primary and middle school principals’, providing new evaluation and programes to support the principals’ instructional leadership development.The innovation of this study is two-fold:on the one hand, this article addresses the principals’instructional leadership competency issue through Multi-perspective, namely, leadership, managemwent and educational pespectives, which not only broadened the horizon of the research field,but also change the stereotype of principal as the administrator, clarifying the concept of principals’ instructional leadership competency. On the other hand,.the author innovates on the content and the result. The definition and characteristics of the principal’s instructional leadership competency is proposed based on relevant literature and comprehensive analysis, trying the connotation of teaching leadership competency of primary and secondary school principals. Then, the author try to construct the principal’s instructional leadership competency model of primary and secondary school and puts forward the promotion strategy of principals’ instructional leadership competency of primary and middle schools.