An Empirical Study On The Cultural Leadership Of The Principals Of Urban Public Primary Schools

There is a famous saying in the field of education: the management of a third-rate school depends on the principal,the management of a second-rate school depends on the system,and the management of a first-class school depends on the culture.School culture is the lifeblood and soul of the development of a school and the core competitiveness of a school.The principal is the leader of the cultural construction of a school.The cultural construction of a school is directly related to the cultural leadership of the principal.However,in reality,the cultural leadership of many principals in primary and secondary schools is worrisome.They are full of confusion about the construction of school culture,and many principals are proud of their mistakes in leading the construction of school culture without realizing it.Among them,primary school principals are especially important.Considering the high comprehensive quality of urban public school principals and their profound understanding of the importance of cultural education,this paper attempts to conduct research on the cultural leadership of urban public primary school principals.This article mainly adopts questionnaire and depth interview method,based on the literature analysis,professional standards,expert consultation to define the cultural connotation of the leadership and the principal elements of the localization,on the basis of spot investigation,the self-made questionnaire and interview outline to his way of evaluation of the questionnaire,from the Angle of teachers perceive the culture of the principal leadership,The interview is an in-depth interview with the principal himself.Through the in-depth analysis of the questionnaire survey data and interview materials,it is found that the cultural leadership level of urban public primary school principals is above average,among which the leadership of cultural cultivation is the highest,the leadership of cultural cognition is the second highest,the leadership of cultural evaluation is the second highest,and the leadership of cultural integration and cultural change is relatively low.There are significant differences in the cultural leadership perceived by teachers with different educational backgrounds,titles and positions in urban public primary school principals.The cultural leadership of principals in urban public primary schools is influenced by many factors,such as their own educational background,school characteristics and school levels.The development of cultural leadership of principals in urban public primary schools is closely related to the growth experience and career development of principals.The principals have good leadership performance in cultural evaluation and cultural cultivation,while the leadership performance in cultural cognition,cultural integration and cultural change is not satisfactory.As a result,there are three kinds of bad phenomena in the construction of school culture,such as "void and surface","narrow and homogenization","solidification and internalization".Further analysis finds that there are four main reasons for the cultural leadership problems of principals in urban public primary schools: first,the deviation of principals’ cultural leadership concept;second,the absence of principals’ cultural leadership role;third,the deficiency of principals’ cultural leadership quality;fourth,external forces restricting principals’ cultural leadership.In response to the above mentioned problems and reason analysis,based on the behavior change model of principals,the author extracted the promotion strategies of cultural leadership of principals in urban public primary schools.First,the strategy of concept remolding.Principals should change their ideas,be good at learning and diligent in reflection;The second is the strategy of role evolution.The principal should recognize the role orientation,cultivate the educational feelings and grasp the value orientation.Third,the strategy to improve the quality,the principal should take a professional road,carry out distributed leadership,strengthen the cooperation between family and school community;The fourth is the external support strategy.Education administrative departments should reform the principal management system,optimize the principal training system,and promote schools to run schools independently.