The Research On High Effective Factors Of Principal Instructional Leadership In Dulangkou Secondary School

With the development of educational reform in China, some schools and principalshave taken a series of measures in order to improve their schools’ effectiveness. As aschool head, a principal’s behavior and vision determine the vision and destiny of theschool, which can make a huge contribution to schools’ development. Thereinto, theDulangkou instructional reform in China is a typical case in the process ofinstructional reform. Principal Cui in Dulangkou secondary school (DLKSS) has thehigh-quality leadership. He uses the new instructional model to improve and reformschool management in order to transform school’s status of weakness into highquality.Based on the literature review, firstly, three core concepts “Leadership”,“PrincipalLeadership” and “Instructional Leadership” were defined. Secondly, the researchframework dimensions and indicators were derived from analysis of the relatedtheories, such as theories of transactional leadership, transformational leadership andinstructional leadership. Additionally, the behaviors of Principal Cui were describedin order to find the related leadership factors. Meanwhile, having compared threetypical leadership models, we derived three dimensions including “EstablishingSchool Mission and Goals”,“Managing the Instructional Program” and “Creating aPositive School Climate” with15indicators, which aimed to construct theInstructional Leadership Research Framework (ILF). And then, having reviewedliteratures about Dulangkou instructional model, we analyzed traits and behaviors ofPrincipal Cui in order to synthesize new ILF. Actually, to modify ILF, this analyzedresult and resulted in three dimensions with13indicators at the2ndLevel and beingeliminated2indicators.In the empirical part,34principals interviewed came from13cities, includingShenyang, Dalian, Anshan and so on across the Liaoning Province. All the principalswere familiar with Principal Cui and instructional leadership in DLKSS. Withfrequency methods, the study found the effective factors of Principal Cui and hisbehaviors. The study found that both indicators of “Securing outside Resources inSupport of School Goals” and “Forging Link between the Home and the School”should be eliminated.3indicators of “Adjusting School Target”,“Effective System ofReward and Punishment” and “Communication with Teachers and Students” were added into the ILF. Although “Creative Management” was an effective factor forDLKSS, few principals considered that this indictor could be used in their ownschool.Finally, both positive factors and negative factors have been found, as well as theinspiration.13factors were approved by the principals, and3factors were disapproved.The inspiration included that the school mission and goals should be fit to thedevelopment of teachers, students and schools; the principal could effectivelycommunicate goals with teachers. They could adjust school targets. The research alsofound other effective factors: supervision, evaluation, coordination, curriculum,protecting instructional time, promoting instructional quality, teachers’ professionaldevelopment and students’ well-round development; motivating teachers and students,establishing an orderly learning environment, developing staff collaboration andcohesion; constructing a positive school climate; Additionally, the factor “timeallocation” should be adapted in the light of the concrete situation; the student-orientedinstruction should be carried out according to each school’s context; and the creativemanagement should be fit to the school situation, etc.