The Research On Public Junior Middle School Teachers’ Classroom Leadership Style In Guangzhou

As the teacher leading style in education research increasingly highlight, focuson class, focus on teachers’classroom leadership style is increasingly highlight itsnecessity. Uniqueness of teacher in our country has theoretical value and practicalsignificance of the study of teacher leadership style. This paper mainly has theresearch through the literature method, survey method. The paper makes definitionsof the core concept of leadership style and teacher’s classroom leadership style.Through to the domestic and foreign related literature about teacher and leadershipstyles, the transaction and transformational leadership style as a breakthrough point tothe research of teacher’s classroom leadership style classification. At the same time,the transaction and transformational leadership style are analyzed about theapplicability in the field of education.In this paper, the results of the empirical research shows that: first, relative to thetransformational leadership style, Guangzhou public junior middle school teachers’classroom leadership style is given priority to the transaction leadership style. Second,Guangzhou public junior middle school teachers’ classroom leadership style hasdissimilarity, embodied in:(1)different teaching grades exist significant differences inthe transaction leadership style.(2) different teaching ages exist significantdifferences in the transformational leadership style.(3)different academic teachersexist significant differences in the transaction leadership style.(4) whether you are theleader of the classroom or not, exists significant differences in the transactionleadership style. Again, gender, school property and title don’t impact the Guangzhoupublic junior middle school teachers’ classroom leadership style.Based on the resultsof the study, the paper analyzes the various factors influence on junior middle schoolteachers’ classroom leadership style.Accordingly, based on the empirical research conclusion a nd the analysis ofrelated literature, the paper discusses the optimization of junior middle schoolteachers’ classroom leadership strategy through the aspect of the school and teachers. From the school level, first of all, should play the leading role of school culture,embodied in: to strengthen the construction of professional school culture; to build theleadership of the democratic culture; to advocate the cooperative organization culture.Second, teachers should implement leadership education. From teachers’ level,teachershould take measures from four aspects: first, clear leadership consciousness; second,learn learn leadership knowledge; third, cultivate leadership skills; fourth, improveleadership skills.