Values Leadership

Since the beginning of the 21 st century,with the progress of science and technology and the further intensification of informatization and globalization,the issue of values has attracted more attention,as well as in the field of education,Primary and secondary school principals' values leadership,as an important factor affecting the further implementation of basic education reform,has received unprecedented attention.On the one hand,it calls on principals to strengthen values leadership and the role of principals' values leadership is more emphasized in many respects,including,the practical requirements and policy orientation of educational reform and development,the inherent needs of the characteristics of educational organizations,and the development trend of contemporary educational management theory;on the other hand,the fact that principals' values leadership in primary and secondary schools is obviously weak makes it difficult to deal with the above-mentioned aspects.In the face of this contradiction,the author finds through literature analysis that the theoretical research on Principal Values Leadership in China is relatively backward,not only the research results are limited,but most of the studies are still in a speculative state.Empirical research is almost blank,which can not meet the needs of current principal leadership practice.In the above situation,this study takes the primary school principals as the research object,draws lessons from the traditional leadership theory viewpoint,integrates the new trend of the development of modern leadership theory,constructs the theoretical basis of principals' values leadership from the aspects of philosophy,histology and psychology,and establishes a research framework around the types of principals' leadership and the characteristics of principals' values leadership.On this basis,using the methods of questionnaire,interview and case study,this paper makes an empirical analysis of the current situation of values leadership of primary school principals in China.The results show that the leadership behavior of primary school principals can be divided into three types: administrative leadership,interpersonal leadership and values leadership,among which values leadership is widely adopted;values leadership of principals is a complete action system with values construction and communication as the main line,and empowerment,team building,system support,and interpersonal coordination as the auxiliary means.Principals' Values Leadership Behavior will help to enhance the cohesion of teachers and staff,improve organizational identity and reduce organizational alienation,it is conducive to the development of schools and teachers and students.The effective implementation of values leadership is significantly influenced by many related factors,such as educational administration,school situation and the principal himself.At the same time,it is found that there are obvious shortcomings and many confusions in the process of implementing values guidance by primary school principals,which are manifested in the following aspects: the majority of primary school principals are lack of in-depth understanding of the connotation of values leadership,the theoretical support for leadership,and the self-awareness and systematicness in implementing values guidance,and the participation of teachers and staff is low;most principals feel that their own control is insufficient and the pressure brought by public opinion is great;they are eager to get professional support,and look forward to a safer environment for running schools independently.Based on the above findings,to enhance principals' values leadership ability,this study puts forward opinions and suggestions from three perspectives,namely,government departments,principals' training institutions and principals themselves,government departments-further improve the policy design of education and principals' training,speed up the construction and implementation of education governance system,enhance principals' autonomy in running schools;improve the system of selecting and appointing principals,effectively implement the system of appointing principals,and provide institutional guidance for the democratic participation of teachers and the Democratic empowerment of principals;establish and improve the system of appointment and evaluation of principals;clarify the criteria and years of rotation and exchange;ensure the stability and sustainability of school-running ideas;overcome ideological limitations and properly increase the proportion of female principals.Principal training department-perfecting the training values orientation,highlighting the training principles of practice-reflection and overall quality improvement;adding values and Values Leadership theme to the training content,supplementing the theoretical basis of modern leadership;and further emphasizing the in-depth dialogue under the guidance of practice-reflection orientation in training methods.Principals themselves-enhance the theoretical consciousness of implementing values leadership,systematically grasp the implementation process and key links of values leadership,and actively take various ways to strengthen professional learning and enhance comprehensive literacy.