Narrative Research In Rural Middle School Headmistress Teaching Leadership Formation Process

Elementary education curriculum reform has entered the deep waters, the reform of curriculum and teaching are two reform points, the school’s teaching improvement in basic education curriculum reform has an important role, and the school’s teaching reform requires the principal leadership, good teaching before the principal teaching leadership.Previous studies of the principal teaching leadership due to neglect of gender perspectives, teaching leadership is equivalent to male leadership, women in the "marginalized" in the state of leadership in education. The new century, it proposed the concept of gender equality so that women leadership is greatly improved, but the reality of women in leadership relatively weak status still exists, especially in the economic development of backward rural areas, therefore, this paper from gender equality, the real demands and realities of women leaders in a relatively small teaching status starting with their research: " a sense of experience" the process of the formation of rural middle school headmistress were teaching leadership narrative research, hoping to women in rural areas explore and improve teaching leadership have reference value and achieve gender equality in the field of teaching leadership, promote educational equity. In this paper, majoring anthropology basic research methodology, using narrative methods, deep into the A president’s life and work.she grew into a woman teaching in rural middle school principals with a special experience, at the same time, on the impact of A principal, The key players were open-ended interviews, and his chat-style in an interview, trying to analyze the formation process of teaching leadership and features in the school, this teaching leadership is how to actually play, and what factors influence the formation of their teaching leadership. Through the data and information collected by the author’s observation and physical description of the collation and analysis of results: the formation of A principal teaching leadership have gone through the accumulation of teaching leadership, development of teaching leadership.The critical period and steady leadership of teaching, but I also pointed out that the formation of teaching leadership is relative stability, A principal instructional leadership, he also facing a new dilemma; A principal feature of the teaching is mainly formed Leadership : her soft features, "Mother" features and willing to endure hardship characteristics.Playinga principal teaching leadership from three dimensions, which are three structures. A principal existing teaching leadership, whicha principal teaching, mainly through teacher observation and evaluation of the collective leadership listening activities undertaken. A principal,focus on students’ learning, can be seen from the main principals of students with a moment of care and love, A is the principal of the school teaching shaping culture, through teaching and research community to shape and creating a school teaching culture "Community" in the teaching relationship of mutual cooperation in the formation of the whole school, "I- you" teaching relationship. Finally, the above analysis results, the impact of A principal factor in the process of teaching leadership formation mainly are : A president’s life history, recognized A president’s personal qualities, the support of key players and the community, schools and institutional environments A principal status of work and life, these factors, some factors on teaching A principal leadership has played an active role in the formation of some factors that are restricted to further enhance their teaching leadership, and their cooperation in establishing relationships, how to overcome these constraints, promote A principal teaching leadership to further enhance the focus of this study follow-up conducted.