A Case Study Of Teacher Leadership At A Primary School

Teachers are the main body of education reform and the key force of school reform.In recent years,with the continuous promotion of school teacher empowerment movement and teacher professionalization movement,"let teachers become leaders" has become an important advocacy of contemporary education reform,and the research on teacher leadership has increasingly become the forefront of education reform research.Teachers' leadership emphasizes to assign the leadership power of the school to teachers,and let teachers take on the role and task of leaders.Effective teacher leadership can benefit the whole school in many ways,including improving the organizational efficiency,shaping the culture and improving the leadership ability of the school;promoting the professional development of the teacher leaders themselves and the cooperation and professional growth of the professional community;promoting the improvement and improvement of students' academic performance.The research of teachers' leadership is gradually moving from theory construction to practice exploration.The research on the practice of teacher leadership in the context of school education should answer two questions: "who is leading" and "how to lead",that is,what kind of teacher can become a leader,and what kind of behavior a teacher leader can exert leadership influence.With this as the goal,this study takes the method of case study,two primary school teachers as the research object,in-depth interview as the main method of data collection,supplemented by the analysis of observation,document analysis and research diary,etc.,to explore the practice pattern of s primary school teachers' leadership,analyze the characteristics of teachers' leadership,the practice of teachers' leadership,and on this basis,analyze the influence on Teachers' leadership Factors.The conclusions of this study are as follows:1.Although theoretically all teachers can and should be teachers' leaders,in fact,not all teachers are leaders or can exercise leadership.In order to be a leader,teachers need to have some characteristics besides the external environment.There are three aspects that affect the characteristics of teacher leaders: personality characteristics,professional characteristics and leadership characteristics.Professional authority is the most basic professional characteristic of teacher leaders,and sensitivity and execution to curriculum change are the most significant professional characteristics of teacher leaders.Being active,serious,energetic and willing to challenge are the main personality characteristics of teacher leaders.Integrity,willingness to share and good at communication are the leadership characteristics of teachers' leaders.In addition,teachers' personal growth experience also affects the construction of leadership role.2.The practice of teacher leadership in school education includes three dimensions:leading and demonstrating class curriculum and teaching,developing teacher professional community,participating in school decision-making and reform.Among them,"leading and demonstrating class curriculum and teaching" is the most basic dimension of teachers' leadership practice,which mainly comes from the professional authority of teachers' leaders;"developing teachers' professional community" is the most direct way for teachers to exert their leadership influence,through which teachers' leaders can cooperate with members of the same body and achieve professional growth;teachers' leaders "participate in school decision-making and reform" dimension In the degree,the motivation and ways of participation mainly come from the need to solve the problems of teaching practice.3.There are both positive and negative factors in school environment,which affect the practice of teachers' leadership.The factors that support teachers' leadership include four aspects: school culture,leadership role and interpersonal relationship,teachers' personal factors and external factors;the factors that hinder teachers' leadership are the lack of time for teachers' leadership,the lack of clear school vision,the limited support of principals and the lack of systematic scientific research guidance.Based on the findings of the study,five suggestions are put forward: rebuilding the school culture,building a member relationship of trust and cooperation;giving full play to the important role of school managers in identifying,supporting and cultivating teachers' leadership;teachers should be aware of their own characteristics and awaken their sense of leadership;carrying out effective teacher leadership education to improve the knowledge of teachers' leaders;further enriching teachers' awareness of In order to have more teachers' leaders to play an active role in the school reform.