Research On Leadership Of Backbone Teachers In Rural Primary Schools

The backbone teachers of rural primary schools have excellent professional quality,but whether they can play a role in influencing the team and promoting the development of primary schools depends on their level of leadership.Therefore,effectively improving the leadership of key teachers in rural primary schools is a feasible way to improve the level of rural teachers and improve the quality of rural primary schools.In this study,the leadership of rural primary school teachers refers to the backbone teachers of rural primary schools in their work group activities,through the initiative of their own development to promote peer development,in order to achieve school education goals,the cultivation of cooperative culture,improve education and teaching Activities,use assessments and data,acquire and conduct research,promote collaboration with family communities,and promote professional learning and professional advocacy.It is characterized by spontaneity,plasticity,comprehensiveness and dispersion.Based on the literature review,this study compiled a questionnaire based on the American Teacher Leadership Model Standard(TLMS).Based on the key teacher training program,a questionnaire survey was conducted among 165 rural primary school teachers in S City,and 10 teachers were interviewed.Descriptive analysis of the results of the study using SPSS shows that the total average of the leadership dimensions of the key teachers in S rural primary schools is 3.826 points,which is at the upper-middle level.The highest average value of each dimension is to foster a cooperative culture,promote cooperation with family communities,improve education and teaching activities,promote professional learning,acquire and conduct research,professional advocacy,use assessment and data.The comparative analysis of the individual factors of the backbone teachers concluded that there is a significant difference in the gender,teaching age,education,position,and personality orientation of the key teachers in the rural primary schools in S city,and there is no significant difference in the titles of the titles.The problems of backbone teachers' leadership mainly include: academic research has no time to take care of;modern information technology is weak;teacher collaboration reflection is insufficient;lack of ability to collect and analyze data;limited by post horizon;introverted and non-service teacher leadership needs to be improved.Combined with questionnaire survey and interview results analysis,there are two main factors affecting the leadership of S-city teachers: one is internal factors,including teachers' professional literacy factors and teachers' leadership literacy factors;the other is external factors,including The organizational culture factor of the school,the degree of empowerment of the principal,the factors of the education department and the social status of the teacher.Based on the theory of collective influence,distributed leadership theory and moral leadership theory,this paper proposes a combination of teachers,schools,education departments and society to promote the leadership of S-city primary school teachers: from the teacher level,Teachers learn independently,improve their professional quality and leadership qualities to fill the leadership of teachers;from the school level,propose to create conditions through the school,actively cultivate the learning community and the principal empowering key teachers to play teacher leadership;from the educational sector level,Through the assistance of the education department,the development of leadership to foster relevant policies,the development of teacher leadership education and the improvement of the teacher evaluation system to ensure the leadership of teachers;from the social level,through the establishment of the rural teacher honor system and the creation of a culture of "respecting teachers and teaching" Improve teachers' social status and support teacher leadership.