摘要
在已有的理论研究和政策背景下,结合云南民族地区中小学校长的实践,采用德尔菲专家访谈、个案研究等多种方法,探讨云南民族地区校长教育领导力的适切性理论框架及其实践表现性特征。研究表明,校长对教育领导力发展有自觉认识,且更倾向于实施一种权变领导力的模式,它适应于民族地区中小学校长的专业反思、专业成长以及学校变革,但校长对教育领导力的认识和实践也需要进一步提升改进。
Based on the existing theoretical research and policy background, combined with the practice of primary and secondary school principals in Yunnan ethnic areas, using Delphi expert interviews, case studies and other methods to explore the appropriate theoretical framework and practical performance characteristics of principals’ educational leadership in Yunnan ethnic areas. Research shows that principals have a conscious understanding of educational leadership development, and are more inclined to implement a contingency leadership model, which is suitable for the professional reflection, professional growth and school reform of primary and secondary school principals in ethnic areas. The knowledge and practice also need to be further improved.
作者
陈瑶
黄倩
殷守福
CHEN Yao;HUANG Qian;YIN Shou-fu(Faculty of Education,Yunnan Normal University,Kunming 650500,China;Qiubei County No.1 Junior Middle School,Wenshan663200,China)
出处
《唐山师范学院学报》
2022年第4期136-144,共9页
Journal of Tangshan Normal University
基金
云南省教育厅“万名校长培训项目”课题(2020WMXZ11)。
关键词
民族教育
教育领导力
权变领导力
minority education
educational leadership
contingency leadership
