Investigation And Research On The Cognitive Differences Between Principals And Teachers On Principals' Teaching Leadership Behavior In Primary Schools

Since the concept of principal instructional leadership was put forward in western countries,more and more researchers have realized its importance.The core of the principal's teaching leadership lies in teaching,that is,improving the school's teaching ability and students' academic performance through various leadership behaviors of the principal.With the change of educational concept and demand in China,the researchers and practitioners of basic education gradually begin to attach importance to the role of principal's teaching leadership.It can be seen that whether it is the trend of the reform and development of basic education or the direction of educational policy,the teaching leadership of the principal is an indispensable part of the wave of educational reform.Moreover,different from other organizations,the activities of principals,teachers and students are inseparable from "teaching",so for the overall development of the school,it is natural that the powerful teaching leadership of principals and the active cooperation of teachers are indispensable,and the consistency of the cognition of principals' teaching leadership becomes very important.However,through literature review,it can be found that most of the researches on the principal's teaching leadership are aimed at the theoretical analysis of foreign countries,or to explore the implementation situation and problems encountered through cases,or to investigate the implementation status of the principal's teaching leadership in some regions from the perspective of teachers.However,only a few researches focus on both the principal's and the teacher's perspectives,and even fewer on the principal's teaching leadership in regions with relatively poor educational resources.In view of the above situation,this study takes the primary school principals and teachers in Y city,which has relatively limited educational resources,as the research object,and establishes a research framework by comprehensively referring to the highly recognized PIMRS scale in western studies,the teaching leadership evaluation framework for principals in Chinese studies and the localization survey.On this basis,combined with the methods of questionnaire and interview survey,this paper investigated and analyzed the cognitive differences between principals and teachers on principals' teaching leadership behavior in Y city primary schools.The results showed that:(1)Perceptions of elementary school leaders were independent of gender,region and years of service,highly educated principals have better cognition;(2)The cognition of primary school teachers has nothing to do with age,educational background,professional title,teaching age and management experience,the cognition of urban teachers is higher than that of rural teachers;(3)Primary school principals and teachers have similar cognitive rankings in six dimensions.The first three is to promote teacher professional development,define classroom teaching and manage school curriculum,and the second three is to guarantee teaching time,define teaching objectives and conductteaching evaluation;(4)Primary school principals and teachers only have no cognitive differences in the guaranteed teaching time dimension,but there are differences in the other five dimensions,and there are also differences and no differences in each item of these five dimensions.At the same time,it is also found that the reason for the cognitive difference between principals and teachers is that primary school principals tend to lay more stress on the implementation of teaching leadership behaviors due to the policies and the current situation of schools.In addition,they are faced with many difficulties and shortcomings in the process of teaching leadership.The specific performance is as follows:(1)The cognition of the principal to the teaching leadership has some deviation because of the lack of theoretical knowledge;(2)Due to the lack of resources,principals and teachers have low enthusiasm,which leads to lack of professional awareness and professional quality;(3)In the communication between the principal and the teacher,there is also a single way and insufficient communication.Based on the above research results,this study puts forward Suggestions and strategies for improving the teaching leadership of primary school principals from three perspectives:correcting deviations,enhancing professional competence and enhancing communication.The second is to improve their professional quality and ability by improving the school system,improving the school atmosphere and broadening the ways of teaching and guidance,for example,by being familiar with the evaluation criteria to find problems,learning how to make rational use of "data" to analyze problems and building a learning platform to solve problems to improve professional quality;The third is to strengthen the principal's theoretical knowledge to adjust the leadership style and enhance the "service consciousness" to strengthen the communication with teachers.