Research On The Relationship Between Distributed Leadership And Teacher Quality

Teachers are the foundation of the education,and the improvement of the quality of education is inseparable from the improvement of the quality of teachers.The principal plays a multi-faceted role in organization,management,administration,systems,human resources and teaching.The influence of school leaders on students' academic achievement is mainly through the school culture,the quality of running schools,the improvement of teachers' teaching level and the improvement of teachers' leadership.In view of this,the concept of distributed leadership has changed.Principals need not only to form a common vision in the school,but also to continuously strengthen the team of teachers with professional knowledge to enhance organizational capabilities.Although relevant research is constantly advancing and deepening,since each leadership function requires different skills and expertise,there is little research on the actual distribution of distributed leadership functions within the school.The purpose of this study is to analyze the extent to which formal leaders with positions and informal leaders with expertise perform the leadership role of the school and further explore the interrelationship between the functions of distributed leadership and the quality of teachers.This study selected the principals and teachers of Shanghai,the United Kingdom and the United States in the 2013 database of the Teaching and Learning International Survey(TALIS)project as the research object to explore the impact of distributed leadership on teacher quality.This study reviews the related research on distributed leadership and teacher quality,and determines the four functions of organizational leadership,teaching practice management,setting school direction and personnel development of distributed leadership,classroom management and organization of teacher quality measurement,and teaching concept.Five support factors for teacher-student relationship,supervision of student progress and teaching implementation.Using statistical methods such as analysis of variance,independent sample t-test,exploratory factor analysis and multi-level linear model analysis,the status and differences of distributed leadership in three countries(regions)were compared,and formal leadership and non-discussion were further explored.The influence of formal leadership participation in leadership functions on teacher quality,and the influence of teacher and school-level control factors on teacher quality.The results show that the distributed leadership of Shanghai,the United Kingdom and the United States differs significantly in specific contextual factors.The influence of formal leadership and informal leadership participation in leadership functions on teacher quality variesfrom country to region.Role,the influence of teacher and school-level control variables on teacher quality also varies by country(region).Finally,based on the research results,the paper puts forward some suggestions for the application of distributed leadership and the improvement of teachers' quality.