The Research On Teachers’ Instructional Leading

Mentioning the word " instructional leadership ", the primaryconcern of academic circles is still focused on regarding the principal asthe main body of instructional leadership, and this tendency is moreobvious in China. Overall, the foreign theoretical research about theprincipal instructional leadership is rich, but a serious shortage ofresearch on teacher’s instructional leadership. But the good news is thatin recent years about the teachers and other school personnel (such asacademic affairs director, director of the school districts) of instructionalleadership problem has gradually entered the theory researchers’ field ofvision. At the same time, the domestic education leadership theory alsobegin to pay close attention to the other levels of instructional leadership,just as a whole to late20years or so.Instructional leadership refers to the administrative department ofeducation or teaching education policy makers, principals and teachersin the process of assist or participate in teaching activities, directly orindirectly affect students’ learning various leadership activities. As aresult, instructional leadership has some layers, and the teachers’instructional leadership is acknowledged as the micro level ofinstructional leadership, and at the same time it is also the object of thispaper studies. Whether it is the ascension of the teaching quality,teachers’ professional development, or the promotion and theimplementation of the education reform, ultimately coming to all theteachers, as a result, teachers how to role, is very important to play itsproper instructional leadership, at the same time, teachers’ instructional leadership is the research trend of teachers’ professional development.Based on the theory of teacher education, the learning organizationtheory in enterprise management, and team theory as the theoreticalbasis, mainly adopts literature inspection method, induction, comparisonmethod to the teachers’ instructional leadership for the construction oftheory. This paper first defines the concept of teacher’s instructionalleadership, and at the same time to differentiate the related concepts andcompared; Secondly, this article also explores the teacher’s teaching ledcomponents, basic features, roles and functions, the generationmechanism and performance form; Finally, this article also puts forwardsome difficulties of teachers’ instructional leadership implementation,and presents several strategies.we can’t architect the theory of teachers’ instructional theorywithout analysing its characteristics, structure, generation mechanismand form. From the point of view of its leadership structure, it includespower of leadership and some non power leadership, and it is thesenon-power leadership that make it more flexible and humanistic than theleadership of the teacher’s teaching management in the past; Teachersinstructional leadership focuses on teachers’ professionalautonomy,group collaboration, moral leadership and professionalauthority, etc, to give full expression to its ideas,it is different form theteaching management in the traditional way; And in terms of itsformation mechanism, its implementation depends on their ownleadership qualities of teachers, school overall good environment andsuperior departments support and training;‘whether in a classroom’ isthe way we form its expression, in this paper, teachers instruntionalleadership mainly displays in the process of knowledge and theorganization of the class during classroom. And outside of the classroomit is mainly embodied in teachers’ leadership colleagues, get along withthe leadership, in contact with the parents.In this paper, in the fourth and the fifth part respectively introduces the plight of teachers instructional leadership and out countermeasures.For the dilemma of the implementation, the author analysis the culturallevel, organization level and teachers group itself three dimensions; Andthe fifth part to solve above problems, respectively from the educationadministrative departments, schools and teachers’ methodologicalguidance is put forward, so as to better cope with the difficulties, makemore smoothly the leadership of the teacher’s teaching implementationand development, for the majority of first-line teachers’ professionaldevelopment, for the teaching quality, and provides some references foreducation reform smoothly.