A Case Study On Professional Leadership Of The Special Grade Teachers In Secondary Vocational Schools

Special grade teachers in secondary vocational schools are the gems of secondary vocational teachers.They are examples of teachers' morality,models of educating people and experts in teaching.Their experience has the migration function that foreign experience and general theory can't replace.Professional leadership of special grade teachers in secondary vocational schools has a unique exemplary and leading role,which is of great significance for secondary vocational schools to formulate teachers' professional development plans,to build effective development community of teachers,and to improve students' academic achievement.At the present stage,the research in the related fields is relatively weak,which makes the promotion of professional leadership of special grade teachers in secondary vocational schools lack the theoretical basis and reference material.Based on this,this study selected special grade teachers C as the research object in towns of vocational and technical school in Yiwu.Based on this,this study selected special grade teachers C as the research object in towns of vocational and technical school of Yiwu,adopting the research methods of non participation observation and interview to conduct a case study on professional leadership of special grade teachers in secondary vocational schools.On the basis of restoring the practice picture of professional leadership of special grade teachers in secondary vocational schools,we analyze the leading function and the predicament,and then analyze the influence factors of professional leadership of special grade teachers in secondary vocational schools.Finally,we put forward the measures and suggestions pertinently.Due to the fact that there are many contents involved in the professional leadership of special grade teachers in secondary vocational schools,in order to systematically analyze and summarize them,this study selects the five forces model of leadership researched by the CAS Leadership Group as the theoretical framework.We analyze in depth C teacher professional leadership practice from the five dimensions of personality charisma,teaching lead,organizational cohesion,educational determination,and academic foresight.Researcher believes that C teacher's leadership function in five dimensions and the former predicament specifically show that:In the personality charisma,the vision goal is clear and the ability of motivation need to be strengthened;On the teaching lead,the teaching leadership is efficient and the course leadership needs to be improved.In the aspect of organizational cohesion,the school has strong cohesion and the cohesion outside the school needs to be strengthened.In terms of educational decision-making,education is full of wit and motivation need to be stimulated.On academic foresight,Academic enthusiasm is higher and teaching and research activities need to be improved.According to the status quo of professional leadership of special grade teachers in secondary vocational schools,the researcher analyzes the influencing factors of professional leadership from the aspects of national level,school level and personal level.The national level mainly includes the policy management mechanism and the ratio of funding.The school level mainly includes school culture construction and training opportunities.Personal level mainly includes education belief,leadership style,personal accomplishment and professional accomplishment.Based on the status quo,influential factors and existing relevant literature of the professional leadership of special grade teachers in secondary vocational schools,the author puts forward measures and suggestions on promoting the professional leadership from the aspects of national level,school level and individual level.First of all,the state should perfect the relevant policies for the management of grade-level secondary vocational teachers,establish an effective incentive mechanism for grade-level secondary vocational teachers,and provide system guarantees for the training of grade-level secondary vocational teachers.Second,secondary vocational schools should build an organizational culture that respects recognition and cooperation sharing,give leadership to professional grade teachers of secondary vocational schools,and carry out long-term demonstrative leading activities for secondary vocational teachers of grade level.Finally,individuals should insist on lifelong learning and play a leading role;build a common vision and achieve common development;seek higher goals and continue to advance.Through the joint efforts of the state,schools and teachers themselves,the professional leadership of special grade teachers in secondary vocational schools is promoted,and the construction of secondary vocational school teachers and the development of secondary vocational education are promoted.