Passive Strain And Initiative Change: Cases Study Of School Change Leadership Practice

With the tide of educational modernization coming,every school must take the initiative to build a new type of school for the future,break through the separation of“Management” and“Leadership”,and form the leadership of school reform,to promote the leadership of school reform is the inherent demand of the overall transformation of schools.School change leadership refers to the common vision of various responsible subjects for the development of the school,through daily practice of change,in different levels,fields and areas,gradually lead to the formation of leadership or carry out research-based practice change.In essence,the leadership of school reform is to change the passive response to the initiative in the sense of becoming an adult,there are three types of reform leadership: principals,middle-level cadres and teachers.The first part of the paper in-depth study of the practice of school change,first of all,explained the macro-environment and micro-environment of school change,that is,the situation of school change leadership,then it analyzes the connotation of school change leadership by distinguishing the similarities and differences between school change leadership and its similar concepts.The second part of the thesis is mainly based on the relationship between the principal and the development of the process of school reform,and his role and action,based on the five stages of starting,preparing,beginning,advancing and forming,this paper probes into what kind of transformational leadership principals should possess and grow in the process of school reform,it is put forward that the principal should generate the ability of self-renewal and development,the ability of learning guidance,the ability of gathering and building vision together,the ability of comprehensive planning and organization,the ability of process control and evaluation,the ability of node gathering and radiation.The fourth part of the thesis starts with teachers,who are responsible subjects of school reform,on the basis of recognizing teachers as professionals,through the daily practice of teachers to promote the practice of school reform in the process of condensing the relationship between teachers and the occurrence and development of school reform,it condenses the teachers’ transformational leadership into the abilities of study and discussion,self-study and training,reflection and reconstruction,practical research and active creativity.The fifth part of the thesis mainly discusses the relationship between the change leadership of the different responsibility subjects and the internal relationship between the different components of the change leadership of the different subjects,whether it is the change of the main leadership or the sub-forces are in the process of repeated,from point to surface,from fuzzy to clear,from weak to strong gradually spiral generated.Finally,based on the practice of school reform,this paper proposes that the cultivation strategy of reform leadership is to promote the generation of subjective consciousness through value guidance,secondly,through the planning of each level,each department and each stage,the development vision of each main body is established,and the responsibility of each main body is clarified.Finally,through the daily practice of research to develop the main research force,only fall to the daily,through the daily can make the school to achieve the transformation of change.