A Study Of Novice Classroom Teacher Leadership In Elementary Schools From A Critical Incident Perspective

Novice classroom teachers are an important force in the elementary classroom teacher team and play a key role in leading the development of students.In the new era,classroom teachers are constantly facing new demands for professional development,and novice classroom teachers are facing higher requirements for leadership qualities and abilities.How to exert leadership as a classroom development leader to promote better development of the classroom community and classroom students is also a current issue worth studying.In this study,five novice elementary school classroom teachers were selected,and the key event research method was used to understand the current leadership situation of the five novice elementary school classroom teachers and to analyze their leadership development in five dimensions: inspiration,influence,control,decisiveness,and foresight.The study found that novice classroom teachers have leadership deficits and there is still much room for potential stimulation.The problems of novice classroom teachers' leadership development are mainly focused on: limited sense of inspirational identity,shallow degree of influence,unsatisfactory control,intra-group variation in decisiveness,and foresight output to be strengthened.The factors affecting the leadership of novice classroom teachers in elementary schools include: weak leadership traits at the individual level,lack of professional philosophy at the school level to lead the development of leadership of novice classroom teachers,and insufficient attention to leadership of novice classroom teachers at the social level.Thus,we propose strategies to promote the leadership of novice classroom teachers in elementary schools.Firstly,at the individual level,it is proposed that classroom teachers themselves need to judge key events and develop organizational awareness leadership consciousness;record key events to enhance classroom organizational leadership ability.Secondly,at the school level,we formed a learning community and innovated the training mechanism for novice classroom teachers;strengthened the support of veteran teachers and reasonably arranged the time for novice classroom teachers;obtained the support of leaders and improved the evaluation system for novice classroom teachers.Finally,at the community level,develop policies for classroom teacher leadership cultivation;encourage teacher training colleges to add leadership courses.