An Instructional Leadership Model For High Educational Teachers

With the reform of higher education, University Management Reform in Colleges and universities teaching professionalism gradually deepening, in view of the teaching activities in Colleges and universities leadership characteristics and college teachers role of leader characteristics, university teachers as instructional leader position has become increasingly prominent, and university teachers’ teaching leadership is the core of the quality of teacher leaders. It is directly related to the quality of teaching in higher education is the core competitiveness of university teachers, but also the change of the decisive force. In 2013, China will "improve the college teachers’ teaching leadership" included in the higher education teaching reform and teaching quality project phase II construction, and gradually set off the upsurge of teaching quality in Colleges and universities and teachers’ teaching leadership development research attention. Whether out of college characteristics, in the complex academic environment create advantages, largely depends on the quality of leadership of university teachers engaged in teaching, but teaching leadership is a very complex behavior, so just focus on a leadership can not achieve effective teaching and research teaching because of true leadership, leadership teachers in Colleges and universities in China is still in its infancy, since this study focused attention to the effective integration of the teaching of College Teachers’ teaching leadership factors and college teachers tailored "leadership model" to study, college teachers’ teaching leadership model as the research topic, think of university human resources management reform, University Teachers’ leadership assessment and development and lay the foundation for training.College Teachers’ instructional leadership model is an open system, from in the practice of higher education and ultimately to return to the practice, so this study by empirical research route, assumptions, validation of college teachers teaching leadership model and the model were applied to explore, completed the systematic study of College Teachers’ instructional leadership model. Specifically, first of all, the relevant research on leadership and teaching model of college teachers to sort out, clear concept of College Teachers’ teaching leadership model and related theories, on the basis of the existing research, the definition of College Teachers’ teaching leadership model and its connotation; through O*NET analysis leadership factors of college teaching work method analysis, formation of "University Teachers’ teaching leadership encoding dictionary, the University Teachers’ teaching leadership model of pre assumptions, on the basis of behavioral event interview, content analysis method(encoding technology), refine and improve college teachers’ teaching leadership model assumptions, identify the elements of University Teachers’ teaching leadership, including the sense of responsibility, care for students, professional knowledge and skills, critical thinking, understanding and professional Curriculum objectives, teaching cooperation, teaching innovation, integrity and fairness, teaching evaluation and so on nine differential teaching leadership characteristics and 19 benchmark leadership characteristics form of College Teachers’ instructional leadership model assumptions. Then through the preparation of the University Teachers’ teaching leadership self-assessment questionnaire " and larger sample test, exploratory factor analysis of the results, and analysis various measurement index, to explore the relationship between College Teachers’ instructional leadership, proved that the University Teachers’ teaching leadership validity and reliability of the model, so as to complete the validation of College Teachers’ instructional leadership model, finally established the college teachers’ instructional leadership model, namely the teaching traits of leadership, teaching leadership skills and teaching leadership value concept of seven indicators of three dimensions constitute the university teacher teaching leadership 3D model. Finally, according to the interview analysis and model research of analysis and application exploration of the University Teachers’ teaching leadership model, including its application and analysis in the aspect of human resource management and development of university teachers in Colleges and universities, teaching leadership assessment and university teachers’ teaching leadership development and the ways of training, specified in the direction of the promotion for the application of post college teachers instructional leadership model, college teachers’ instructional leadership model are further verified in the practical application, to maximally improve college teachers instructional leadership model, the accuracy and feasibility. Through the three parts of the study, the main results obtained are as follows:1, Put forward to describe the structure of our country’s University Teachers’ teaching leadership, college teachers’ teaching leadership coding dictionary"The dictionary contains 28 characteristics of College Teachers’ teaching leadership and its definition and behavior index. That teaching achievement desire, active learning, teaching resource management, care for students, influence of teaching, teaching cooperation, research interest, teaching cohesion, logic analysis ability, generalization ability, self-control, self-confidence, flexibility, integrity integrity, respect for the students, group of judge thinking, teaching strategies, teaching reflection and improvement, perseverance, responsibility, professional knowledge and skills, teaching planning, communication skills, diligence, teaching decision-making, understanding of professional and curriculum goal, attention.In the coding dictionary, the classification of the behavior index of the leadership factors is to measure the quality of leadership in order to facilitate the use of the model in future. Due to the various elements of leadership are abstract concepts and different leadership psychologically distinguishable fine different degree. Therefore, focuses on the description of the level of leadership help users establish related concepts, on the understanding of the leadership meaning, understanding its performance at different levels from the angle of its business perspective, to differences in psychological distinguish different levels between, in order to the actual operation.2, Establishing the three dimensional model of the teaching leadership of the university teachers in our country.The model that should be in University Teachers’ teaching leadership on leadership traits field, leading skills and leadership value in the view of the three dimensions of the field description, which leadership qualities including responsibility, integrity integrity 13 sub dimensions and leadership skills divided into teaching techniques and 10 sub dimensions, leadership values for the care for students, creativity and five sub dimensions, which contains nine differential leadership characteristics, thus forming a model for describing the structure of University Teachers’ teaching leadership.3.Through the analysis of the application of the model of College Teachers’ teaching leadership, for the promotion and application of College Teachers’ teaching leadership model to indicate the direction in order to maximize the accuracy and feasibility of the model.