Case Study On The Cooperative Leadership Development Of Primary Head Teacher

In recent years,with the continuous advancement of China's basic education reform,new requirements have been put forward for the professional ability development of primary and secondary school teachers,many changes have taken place in first-line schools,and new changes have taken place in the leadership of schools.As the core force in the implementation of primary school education,the head teacher of primary school stands at the forefront of education and bears the important responsibility of leading the healthy growth of students.The primary school head teacher faces the primary school students who are at the foundation stage of life development.How the head teacher of primary school should exert his leadership as the leader of class development and promote the better development of class and class students is a problem worth studying at present.The academic circle has already started the research on the cooperative leadership of primary school principals,teachers and other fields of sociology,but the research on the cooperative leadership of primary school headteachers,as a further extension of the cooperative leadership of teachers and schools,has not been paid much attention.First of all,this study from the perspective of modernity,inevitability and necessity of three expounds the background of the primary school teacher in charge of collaborative leadership development,Andrew Coleman reference within the school field on researches of the constituent elements of collaborative leadership,to our country elementary school teacher in charge of collaborative leadership elements were analyzed,and the integrity of leadership,relationship between distribution of leadership,leadership and environmental leadership.Secondly,according to the understanding of primary school teacher in charge components,this study selected three representative elementary school teacher in charge,using the method of investigation and study and narrative research,understand the three primary school teacherin charge's collaborative leadership behaviors and understanding of collaborative leadership change,in-depth analysis of the dynamic process of collaborative leadership development.Again,based on three primary school teacher in charge of collaborative leadership development analysis of the dynamic process of primary school teacher in charge of collaborative leadership development stages division,mainly for: preparation,growth period,forming period and mature period four stages,presents the characteristics of different stages,and through the above process of primary school teacher in charge of collaborative leadership development dynamic rendering,extracting the influence factors of primary school teacher in charge 'coordinated development,mainly including internal factors are: the teacher in charge of study,teaching forces,sensibilities and emotions.External factors include: regulations,learning opportunities,and psychological environment.Finally,based on the basic composition of primary school teacher in charge of collaborative leadership,stage,and influence factors,by combining the three primary school teacher in charge in the process of interview collaborative leadership development experience,explore elementary school teacher in charge of collaborative leadership promotion strategy,it is a concept,the specific method for determination of rational education and education ideal,adhere to grow in the reflection,and to promote development study,the second is through ascension with their partners for primary school teacher in charge of collaborative leadership role cognition,so as to promote the role of primary school teacher in charge evolution;The third is to strengthen the collaborative leadership by improving the teaching ability and strengthening the information communication and sharing.Four is the support of the environment,mainly including the establishment of resource sharing platform,the optimization of the teacher in charge of the work evaluation and increase the teacher in charge of the collaborative leadership of the three aspects of learning opportunities.