A Study On The Generation Of Cultural Leadership Of Principals Of Rural Middle Schools In Southern Xinjiang ——Based On A Field Work Of Principal Y From Q Middle School

In essence,education refers to educating people.The school,as a spiritual and cultural existence,educates and cultivates people through school culture where the core values should be taken as its internal orientation and driving force.The principal is the builder of school culture,and the process of constructing and practicing school culture is exactly the process of cultural leadership,which refers to the ability to construct and practice school culture.The principal's cultural leadership means the comprehensive ability with which the principal condenses the school-running concept with characteristics through recognition,selection and integration of different culture inside and outside the school,continuously penetrates it into educational practices such as school curriculum,classroom teaching,school management,logistics service and so on and affects the values,beliefs,emotions and behaviors of teachers and students,so as to achieve the school's goals of educating and cultivating students through culture.The principal's cultural leadership determines the educational quality of culture,the value orientation of cultivating people,the implementation of the fundamental task of “Cultivating Talents of High Moral Standards”,the happiness of teachers,the professional growth of principals and the development of school characteristics.Under the influence of multiple factors such as diverse culture and relatively lagging development,in rural schools of southern Xinjiang,the principals play a declining role in cultural leadership in school education,which requires that principals awaken their awareness of cultural leadership,continuously generate,give to play and improve their cultural leadership,change from managers and administrative leaders to cultural leaders,and lead the school from ordinary to high-quality level,so as to meet the needs of high-quality education in southern Xinjiang.Therefore,how does the principal's cultural leadership come into being in the practice of real cultural leadership?From the perspective of Talcott Parsons' social action theory,the author adopts the research method of educational ethnography,selects a Uyghur principal with prominent performance in school cultural construction in a rural middle school in southern Xinjiang and conducts a one-year field work.The author mainly describes and explains the process of Principal Y's cultural leadership and tries to present the generation of Principal Y's cultural leadership and its influencing factors.The main conclusions are drawn as follows:The generation of Principal Y's cultural leadership follows the order of cultural adaptation,vision leadership,cultural integration and value maintenance.To be specific,in the stage of cultural adaptation,the principal,as a behavioral organism,interacts with external society,culture and other situations for better development,thus obtaining different recognition,understandings and choices of education in different periods and finally shaping the principal's educational philosophy.The principal's cultural cognition are constantly generated and played in this process;In the stage of vision leadership,the principal makes communication and exchanges with teachers,students and parents and condenses the school's school-running philosophy and common vision based on the school's existing cultural traditions as well as purposefully convey or exchange the school's cultural concepts and ideas to teachers and students,parents,community personnel,superior department leaders,and other schools through words,languages,ceremonies,images and activities to make it understood and recognized.In this process,the principal's ability of cultural innovation and cultural communication is continuously generated and given to play;in the stage of cultural integration,on the basis of insisting on seeking common ground while reserving differences and respecting history,principal integrates each subculture of different classes,ethnic groups and regions within the school and establishes a learning community,a caring community and a cultural community under the guidance of core value,so as to form a synergy to promote the development of the school and the happy growth of teachers and students.What plays a significant role in this process is the principal's ability to integrate different subcultures;in the stage of value maintenance,in the face of complex and changeable external environment and many practical problems and challenges in the development of the school,the principal integrates the core values and vision into various regulations,teachers' and students' behavior and teachers' emotions.In this way,the people inside the schooli can gain a deeper understanding and recognition,so that the school running concept can be preserved.The study shows that in the principal's cultural leadership system,there is close association among the generation of principal's cultural leadership,his concepts and the situation where the principal's cultural leadership is given to play.From the perspective of leaders' concepts,the principal's cultural leadership is influenced by knowledge literacy,values and ways of thinking;from the perspective of situations for cultural leadership,the principals' cultural leadership is under the influence of educational needs and expectations,social network,institutions and other situations.Through a research on the cultural leadership process of the principals of rural middle schools in southern Xinjiang,in addition to presenting the process of the generation of the principal's cultural leadership,the author also tries to propose possible suggestions on improving the cultural leadership of principals of rural middle schools in southern Xinjiang,so as to help them develop into culture Leaders.From the analysis perspective of the subject and the environment,the principals should shape their own educational values during interaction with the environment;from the analysis perspective of heredity and variation,the principals should continue to make innovations in the inheritance of the school's original culture;from the analysis perspective of symbiosis and competition,the principals should build a community of education by respecting differences;from the analysis perspective of balance and imbalance,the principals should continuously sublimate and develop themselves on the basis of maintaining the school's core values and vision in accordance with changes in the needs of social development,social value norms,national macro policies and leaders' qualities.