| Effective School Improvement plays a great role in the development of a school.During the school improvement,school teaching is a core content of the improvement.Therefore,it is necessary and important to study the two main bodies' Instructional Leadership,that is,the principal's Instructional leadership and teachers' Instructional leadership.The principal,the leader of a school,is in charge of the whole school,and of cause the teaching of the school;teachers are important implementers of school teaching.This study is based on the theory of Shared Instructional Leadership,and at the same time chooses one school as the breakthrough point,by using the related theoretical research,questionnaire survey and interview method.In the end,this study aims to find out the distributed model of instructional leadership of the principal and teachers in the case school,hoping to provide some useful suggestions for the future study.First of all,based on quantities of pre-existing research outcomes about School Improvement,Instructional Leadership,Distributed Leadership and Shared Instructional Leadership,this study summarizes the current situation of the above content,and finds out a research method that suits for this study,which lays a theoretical foundation for the forward research.Secondly,after receiving the consent of Professor Philip Hallinger,this study rewrites the Teacher Instructional Management Rating Scale,which is based on the Principal Instructional Management Rating Scale(PIMRS)and the actual situation in China.After the preliminary test,the questionnaire is distributed to the case school.With the help of the whole school's teachers,53 teacher questionnaires are eventually collected.Using SPSS20.0 statistical software to analyze all the collected data,the conclusions are drawn from the following aspects: the description of the total table and subtable respectively,and then differences,so as to seek to see the distribution of instructional leadership of teachers in case school.Finally,the following conclusions are drawn:(1)the frequency of teachers' instructional leadership is “frequently”,which means teachers in case school implements instructional leadership well.(2)on the basis of the analysis of the subscale,the frequency of teachers' instructional leadership behaviors is at the "regular" level in the following four dimensions: "setting teaching objectives","protecting teaching time","promoting students' academic growth" and "providing incentives for students".The dimensions of "communicating teaching objectives","coordinating curriculum" and "maintaining high visibility" are at the "sometimes" level.The rest three dimensions,"supervising and evaluating instruction","monitoring student development" and "providing other teacher incentives",are close to the "regular" level.(3)there is no significant differences in terms of years' experience,working hours in the case school,disciplines,professional titles and positions in case school.What can be concluded from above is that teachers' instructional leadership is well distributed and shared.Thirdly,this study conducted in-depth interview with principal to find out the implementation of principal's instructional leadership.From the principal's interview,this can be concluded: the principal can exert a positive influence on the school and teachers by effectively implementing his own leadership.In addition,this study selected some teachers to conduct interviews,and the selected teachers including teachers with different teaching experience and the teachers of different subjects and different position,in hope that through interview,we can find the teachers' specific leadership behaviors in the teaching process,and through interviews,it can provide objective evidence for the implementation of the teachers' teaching leadership.Finally,according to the data analysis and interview results of the case school,the teaching leadership distribution model of the case school is summarized to provide effective suggestions for future research. |
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