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论园长课程领导的困境与对策 总被引：2，自引：0，他引：2
园本课程开发要求园长具备一定的课程领导能力,能基于一定的专业知识,运用各种领导策略,与相关人员一起开发并实施园本课程,提升教师的教育效能及园本课程的品质.在实践层面,园长课程领导能力的发展面临课程开发和课程领导专业知能不足、疏离课程开发和教学工作、其他人员参与园本课程开发的意愿不强等困境,急需获得相应的支持性环境、合作性文化和专业性培训. 相似文献
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在我国学前教育研究领域,有关幼儿园园长领导风格的实证研究较为缺乏.本研究对40名园长的领导风格进行了问卷调查,并结合领导方格理论对调查结果进行了分析和探讨.研究发现,园长的任务导向行为和关系导向行为呈显著正相关,幼儿园等级与园长的任务导向行为和关系导向行为呈明显正向的相互促进关系,园长的领导风格总体上倾向于团队型. 相似文献
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在我国学前教育研究领域,有关幼儿园园长领导风格的实证研究较为缺乏。本研究对40名园长的领导风格进行了问卷调查,并结合领导方格理论对调查结果进行了分析和探讨。研究发现,园长的任务导向行为和关系导向行为呈显著正相关,幼儿园等级与园长的任务导向行为和关系导向行为呈明显正向的相互促进关系,园长的领导风格总体上倾向于团队型。 相似文献
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园本课程是当今幼儿园课程改革的热点之一。理想中的园本课程领导主体需由园长和教师构成,园长应是专业权威与良性制度的构建者,教师应扮演多重角色,首先他们既是实践者又是研究者,其次他们既是课程决策者又是课程实施者。现实中的园本课程领导主体缺乏专业信念、专业知识及专业能力。应该定制园所长期发展计划,开展多主体、多样化培训,构建合作性园所文化,以提高课程领导质量。 相似文献
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董汉民 《青岛职业技术学院学报》2011,24(2):10-14
在幼儿园改革与发展中,园长发挥着重要的领导作用。近几年来,人们对领导行为的实践研究日益关注,但在幼教领域却很少有人涉足。本研究以国外领导风格理论、路径—目标理论等最新研究成果为指导,运用调查研究方法,对青岛市109位幼儿园园长的领导素养、领导风格等进行了分析探讨,结论对于改善园长领导行为、拓展领导行为理论研究具有现实意义。 相似文献
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幼儿园文化管理的核心是幼儿园价值观领导.幼儿园价值观领导指园长运用共享价值观念激励、团结和教育幼儿园教师,促进幼儿园每一位教师与利益相关者的价值认同与整个幼儿园的价值团结,帮助其树立正确的价值信念,从而实现幼儿园办园目的的过程.幼儿园价值观领导具有导向力、凝聚力、感染力、约束力、推动力.价值观领导过程分为幼儿园价值观的注入与认同、幼儿园共享价值观的形成与强化、幼儿园共享价值观的实践三个阶段.实现幼儿园价值观领导的方式包括制度渗透与思想宣传、奖励和惩罚以及教育培训等. 相似文献
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《陕西教育学院学报》2016,(7):120-124
园长的职业特征要求园长具有良好的心理健康状态。园长心理素质的优劣直接影响到园长的领导效能,更关乎幼儿园的发展。现阶段民办幼儿园发展迅速,但是民办园发展中存在不少问题,面临各种困难。民办园园长相对也承担了更大压力,面对更多挑战。因此,关注民办园园长心理健康的现状,深入从个体、园所、社会等方面剖析成因,探索心理保健自助与他助的促进策略,对于提升民办园园长的心理素质,增强民办幼儿园管理的有效性,具有重要的现实意义。 相似文献
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School effectiveness and improvement research shows that leadership plays a key role in ensuring the vitality and growth of schools. Yet, there is growing appreciation (Elmore 2000, 2) that “public schools and school systems as presently constituted are simply not led in ways that enable them to respond to the increasing demands they face under standards-based reforms.” For Elmore (2000, 2) and others, the way out of this problem is “through the large scale improvement of instruction, something public education has been unable to do to date, but which is possible with dramatic changes in the way public schools define and practice leadership.” 相似文献
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Graham Bradford 《英语沙龙》2013,(6):32-33
Your success as a manager can be determined by how you interact with people.The role of a manager as a leader is an important part of these interactions.Leadership involves influencing colleagues so that they follow a given direction or goal. 相似文献
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分布式领导——西方学校领导再造探研 总被引：3，自引：0，他引：3
分布式领导概念提出于20世纪90年代中后期，它基于对传统领导观念的突破，从领导方式、形态、范围等角度再造了学校领导。文章通过系统分析比较分布式领导定义，了解其研究状况和尚待研究的领域，阐述实施过程中的动力与阻力因素，从而反思国内学校领导实践和理论研究的现状及其发展。 相似文献
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James P. Spillane 《The Educational forum》2013,77(2):143-150
Stories of leadership successes follow a familiar structure: A charismatic leader, often the CEO or school principal, takes over a struggling school, establishing new goals and expectations and challenging business as usual within the organization. This leader creates new organizational routines and structures that with time transform the school's culture, contributing in turn to greater teacher satisfaction, higher teacher expectations for students, and improved student achievement. 相似文献
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在社会发展趋向高度分化又高度综合的现代社会,领导活动日益体现为一个繁冗复杂的有机动态的大系统。在这种背景下,如何明确系统领导方法的内涵和原则,从整体上把握领导活动的系统规律性,掌握系统领导方法的正确实施路径,是广大领导者迫切需要解决的课题。 相似文献
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Responsible Leadership 总被引：1，自引：1，他引：0
Vivienne Collinson 《The Educational forum》2013,77(2):124-132
The world in which educational leaders operate is changing—from one dominated by national interests to one of a global community. In this transition, schools must prepare the present generation of young people to participate as active citizens of the global community, rather than as spectators or tourists. Schools face major challenges as they prepare their charges for a world which requires (a) agreements among nations to share in managing the earth's fragile ecology; (b) sharing ideas on human, cultural, and economic capital and on manufacturing and medical technologies to improve the quality of life for all people; and (c) guarantees of global peace and security. Schools need to target their curriculum toward preparing youngsters with the desperately needed understandings, perspectives, and skills this global transition will demand. A different kind of school leader will be required—a multidimensional leader that understands the various dimensions of the learning tasks which schools must cultivate. In turn, these leaders must have a moral vision of what is required of them and of the whole community. A moral vision of taking proactive responsibility for making this kind of learning a reality is required. 相似文献
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Many nations' governments are requiring schools to bring about significant, systematic, and sustained change to improve student outcomes in all settings, and have imposed mandates to ensure that schools are providing quality education and running efficiently and effectively. Consequently, national and state testing programs, standards-based agendas, and reporting methodologies have been imposed on schools with significant demands and, in many cases, demoralizing outcomes (Hargreaves 2003). As a result of these processes, test questions have become the curriculum; teacher judgment has become undervalued; and evidence that is ill-informed, outdated, and incorrect has been used to drive school change. 相似文献
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Thomas P. Bradley Jeff M. Allen Scott Hamilton Scott K. Filgo 《Performance Improvement Quarterly》2006,19(1):7-23
Multirater feedback, often called 360‐degree feedback, is a popular development and assessment tool, especially for organizational leaders. Raters from different organizational levels, including subordinates, boss, peers, and self, rate the leader's performance. However, there seldom is strong agreement across rater groups. This study used the data from a commercially available 360‐degree leader development feedback instrument and a second‐order confirmatory factor analysis model to try to explain the differences in ratings between the groups. Rather than an explanation of the differences, what was found were two second‐order factors that may be the underlying elements that all raters consider when observing leader performance. 相似文献
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Leadership Succession 总被引：1，自引：1，他引：0
Andy Hargreaves 《The Educational forum》2013,77(2):163-173
One of the most significant events in the life of a school is a change in its leadership. Yet few things in education succeed less than leadership succession. Failure to care for leadership succession is sometimes a result of manipulation or self-centeredness; but more often it is oversight, neglect, or the pressures of crisis management that are to blame. 相似文献