Reacherch On The Strategies Of Primary School Principals Leading Teachers’ Professional Development Under The Theory Of Learning Organization

In recent years,the responsibility and role of headmasters in the professional development of teachers has received increasing attention,and a series of national policies have been issued to emphasise the responsibilities and requirements of headmasters in compulsory schools to lead the professional development of teachers.As the practice of primary school principals leading the professional development of teachers has gradually unfolded,some issues have gradually surfaced.In order to accelerate the construction of a high-quality education system and promote the connotative development of primary schools,it is imperative that professional theory is used as a guide to promote the professional development of primary school principals in leading teachers.Through in-depth interviews with primary school principals and teachers,and field observations in primary schools,this study suggests that learning organisation theory is relevant to the professional development of primary school principals,and that its advocacy of a people-centred management model,adherence to the concept of learning for development,and the shaping of a culture and capacity for continuous innovation are well suited to the current needs of teachers’ professional development.Using learning organisation theory to analyse the current situation of primary school headmasters leading teachers’ professional development,we find that although the practice of primary school headmasters leading teachers’ professional development has made some progress,there are still some unpromising problems that seriously hinder the process of headmasters leading teachers’ professional development.Based on the perspective of learning organisation theory,these problems can be categorised into five areas: lack of self-transcendence among headmasters and teachers,headmasters’ failure to build a common vision for teachers’ professional development,the need to improve the mental models of headmasters and teachers,lack of team learning in teachers’ professional development,and teachers’ professional development being caught in an isolated and static way of thinking.To address the current situation and shortcomings of primary school headmasters in leading teachers’ professional development,this study proposes the following countermeasures,guided by learning organisation theory: headmasters should take the lead in leading teachers to pursue self-transcendence and establish a sense of lifelong learning in their teams;guide teachers to build a common vision to stimulate their internal drive for professional development;continuously improve their own and teachers’ mental models to get rid of the mindset that limits teachers’ professional development;and advocate team learning for all teachers.We advocate team learning for all teachers and abandon the ’lone soldier’ model of development;think systematically about teacher professional development and establish a dynamic,connected concept of development.