The Research On Teachers’ Professional Development In Primary And Secondary School Under The Perspective Of Teachers’ Instructional Leadership

Teaching leadership (instructional leadership, instructional leadership or short) originatedthe "effective schools"(effective school) studies of American scholars in the1970s that theteaching leadership for school principals had an important role in improving schooleffectiveness and school development. Along with the "School Effectiveness andImprovement"(school effectiveness and school improvement) movement, the teachingdimension of school leadership is given more and more attention, teaching leadership hasbecome the focus of educational leadership research. Now the study of teaching leadership islimited to the study of the principals, but teachers’ instructional leadership as an integral partof teaching leadership has less research, especially the research about professionaldevelopment of teachers in primary and secondary is much less from that perspective.Thispaper has studied the primary and secondary school teachers’ professional developmentfrom the perspective of teaching leadership, defined the content of teaching leadership, toldthe relationship between both, and found out the mechanism that teachers’instructionalleadership promotes primary and secondary teachers professional development on the basis ofthe analysis of the case, finally, put forward realistic paths from three dimensions includingthe education administration, school management and individual teacher.Chapter one is the introduction part, which gives a brief description of the research, rangingfrom selection of this subject’ s reason to meaning to research thought and so on.In recentyears, as the development and reform of school study, teachers’ roles have great changed andteachers’ leadership role has enhanced, because the teachers who are the principal part of theteaching stand the first line in the classroom.The influence of the teachers’ teaching leadershipfor teachers’ professional development is very significant,which arouse teachers’ driving forceand promote teachers’ professional development from a new perspective to study the teachers’professional development.Chapter two is the theoretical analysis of primary and secondary teachers professionaldevelopment.It describes the content of teaching leadership and analyses four elementsincluding power, influence, personal style and overall capacity,then talks about therelationship between both,finally,gives significance and implementation feasibility.Chapter three is the analysis of the case that teaching leadership promotes the professionaldevelopment of teachers in primary and secondary school. It selects ordinary teachers and eminent teachers’ cases to be analyzed and obtains mechanisms that teaching leadershippromote the professional development of teachers in primary and secondary school,includingthree aspects of organizational management and individual teachers’ mechanisms,such asempowering the teachers, playing an exemplary power and the development of teacherevaluation,also, the pursuit of excellence, self-renewal and personal practice.Chapter four is the realistic path that teaching leadership promotes teachers’ professionaldevelopment in primary and secondary school.This chapter makes suggestions on theeducational administrative departments,schools and teachers.It makes the educationaladministrative departments to do leading and serving job and enhance teaching and researchinstitution-building; It needs school management departments to do security work and givestrong practical support,such as establishing the concept of teaching leadership, forming agood teaching atmosphere of cooperation in the school, building a professional teaching team;finally,it settles to the individual teachers who focus on individual teachers improving theconcept of instructional leadership, and thus enhance their teaching leadership.