Research On The Status And Influence Of Teachers’ Learning Leadership In Primary And Secondary Schools

Teacher professional development requires teachers to focus on learning and position teachers as learning leaders.To analyze teachers’ learning from the perspective of leadership is helpful for teachers to awaken their sense of ownership,keep their enthusiasm for work,and finally achieve the goal of promoting teachers’ professional development and constructing teachers’ professional community.This study is based on the learning community theory and teacher professional development theory.First of all,through sorting out relevant literature,it clarifies the concepts of teacher leadership,learning leadership and teacher learning leadership,and sorts out the research situation of teacher learning leadership in primary and secondary schools.Second,teachers in the United States leadership based on the standard model,questionnaire of primary and secondary school teachers to learn leadership survey,questionnaire including cultivating cooperation culture,academic study,support professional learning,improving the curriculum and teaching activities,build learning goals,apply and evaluate data,put forward the professional school development initiative,service and government decision-making and so on eight dimensions.After that,221 teachers were randomly sampled to conduct a questionnaire survey,and the status quo and types of learning leadership of primary and secondary school teachers were preliminarily analyzed through the obtained data.Thirdly,13 teachers of primary and secondary schools were randomly selected to conduct in-depth interviews,and the specific types of learning leadership of primary and secondary school teachers were summarized according to written materials,and the influencing factors were analyzed.Finally,the author tries to put forward the countermeasures to improve the learning leadership of primary and secondary school teachers.This study chooses literature research method,questionnaire survey method and interview method,and finds that: first,the performance of teachers in various dimensions of learning leadership is not balanced.Second,age,teaching age,position,professional title,teaching period and other individual variables have significant differences on the learning leadership of primary and secondary school teachers.Third,the learning leadership of primary and secondary school teachers can be divided into high and middle and low levels according to the degree of construction.Among them,the number of high level learning leaders is the least,and the number of low level learning leaders is the most.There is a significant correlation between the level of learning leadership and the teacher’s age,teaching age,title,position,teaching period,school type and school level.Among them,the learning leaders of high-level teachers are mostly of older age,longer teaching experience,and most of them have positions and high professional titles.Fourthly,the learning leaders of primary and secondary school teachers can be divided into three categories,namely,learning leaders who focus on self-development,learning leaders who actively participate in cooperation and learning leaders who lead group progress.These three types of leaders show different characteristics in the learning process.Fifthly,the learning leadership of primary and secondary school teachers is mainly influenced by external environment,school organizational situation,learning community,and their own characteristics.According to the results of the questionnaire and interview,this study puts forward the following countermeasures: first,to stimulate the endogenous professional learning motivation of teachers;Second,optimize the organizational conditions that promote teachers to learn leadership;Third,build a professional learning community for teachers.