Culture Perspective On Leadership Behavior Of Junior Middle School Teachers

Teacher leadership refers to the comprehensive influence that teachers exert on students through personal knowledge,thought and behavior in the education and teaching work.Inside and outside the classroom,teachers promote students' knowledge acquisition and ability improvement through personal leadership behavior.In this process,teachers are usually regarded as leaders,while students are regarded as follower.Chinese culture has a long history.For a long time,China has formed a unique social culture,and Chinese culture has a profound impact on different organizational cultures in Chinese society.It is because of the interweaving of various organizational cultures that the current social culture has been formed.Culture is created by human beings,which is the product of social production practice.In social life,human beings receive the guidance of culture,thus affecting individual behavior.Therefore,there is an inseparable relationship between Chinese behavior characteristics and Chinese culture.To study Chinese style leadership,we should start with Chinese culture.In the process of studying teachers'leadership behavior in China,cultural factors cannot be ignored.The main purpose of this paper is to analyze the characteristics of leadership behavior of junior middle school teachers in China,and to explore the formation process of leadership behavior of junior middle school teachers in China from the perspective of culture.Generally,this paper mainly consists of the following five parts:The first part introduces the social culture and organizational culture analysis framework of Hofstede and Dimmock,and expounds the major dimensions in detail.The second part is about the design and implementation of the investigation on the leadership behavior of junior middle school teachers in China.The author adapted the foreign authoritative leadership behavior questionnaire to form a teacher leadership behavior questionnaire for this study,including teacher questionnaire and student questionnaire.In the process of implementation,the junior middle school teachers in Wuhan,Yichang and Yuan'an of Hubei Province are taken as the research objects.The third part is about the analysis of the results of the investigation on the leadership behavior of junior middle school teachers in China.The author analyzes the leadership behavior of junior middle school teachers in China from three aspects.The first is the overall analysis of the leadership behavior of junior middle school teachers in China.The author analyzes the characteristics and problems of the leadership behavior of junior middle school teachers in China from 12 dimensions,such as the low representativeness,the insufficient prediction ability and the low influence of personal speech in the leadership process of junior middle school teachers in China;The second is about the overall analysis of the leadership behavior of the middle school teachers in charge of the class,and compared with the ordinary teachers,from which we get the consistency and difference characteristics of the leadership behavior between the middle school teachers in charge of the class and the ordinary teachers;the third is the difference analysis of the leadership behavior of the middle school teachers in our country,and get the differences of teachers' leadership behavior in gender,discipline and region.The fourth part is based on the cultural perspective of the leadership of junior middle school teachers in China.Using the cultural analysis framework of Dimmock and Hofstede,the author analyzes the cultural factors in the formation of junior middle school teachers' leadership behavior from social culture and organizational culture.For example,under the influence of social culture with high power distance,there are some problems when teachers get along with their superiors;under the influence of group oriented social culture,teachers have low tolerance for students' liberalization behavior and so on.In addition,this chapter also analyzes the leadership behavior of junior middle school teachers according to the change of result oriented organizational culture and task oriented organizational culture,and explores the impact of the change of school culture on the leadership behavior of junior middle school teachers.The fifth part is the reflection and suggestions on the leadership behavior of junior middle school teachers in China,mainly including the following basic measures:changing the way of communication between the upper and lower levels,effectively ensuring the right to speak of teachers;accelerating the transformation of school development paradigm,effectively balancing organizational output and personal interests;strengthening the awareness of hidden danger elimination,and improving the prediction ability in many ways.