English-major Teachers’ Culture Leardership Development

English-Major Teachers’Cultural Leadership Development is for teacher education a radiant exploration. The educational enterprise, due to its talent cultivation functionality, attracts all governments’focused attention:educational functionality to be realized by highly qualified teachers. Both research evidences and common sense inferences make us believe that teachers’qualities are, for schools’ education enterprises and their developments, of critical and crucial importance. In China, however, English-major teachers’cultural leadership development is running into an unprecedented challenge. Relative researches show that in western countries, educational leadership studies, esp. teacher leadership studies, have achieved a great deal, and their achievements are widely applied in pre-service and in-service teacher education. But in China, despite the fact that teacher leadership is gradually paid attention to, such researches are rare and either the width or the depth is to be strengthened. And teachers’cultural leadership studies are rarer, and still rarer are researches regarding what directly affects English-major teachers’cultural leadership, i.e. English-major teachers’cultural personality, for which, still so far, nobody cares.Here, from the six aspects including organizations’behaviors, the Big Five Personality traits mode, the culture pedagogy of character-training for personality development, and the teachers’cultural leadership pattern as well as Kohlberg’s Moral Cognition studies, comes the search for the theoretical basis of the establishment of Chinese English-major teachers’cultural leadership elements in the six basic dimensions:values, thinking-modes, cross-culturalities, accountabilities, interpersonalities, charismas; and based on this model together with questionnaires, interviews about Chinese English-major teachers’cultural leadership and their cultural personality traits, attempts to investigate, besides some, though few, excellent English-major department leaders and senior professors’outstanding performances highly pleasing and delightful, only to find clearly existing problems:Chinese English-major teachers cultural leadership going weak because their cultural personality is seriously lacking. Its cause lies not in the English-major teachers themselves but in the knowledge implantation mode of the utilitarian education in the verbal sign orientated education.Then with the root-cause analysis of English-major teachers’cultural leadership weaknesses and from the English-major teachers’job performance and the teacher education perspectives come suggestions for improvement of Chinese English-major teachers’cultural leadership development, specifically including:timely starting their communication-status-achievement motives, accurately measuring and determining performance appraisal standards and perfecting relevant supporting mechanisms for encouragement of cultural personality factors in interaction, and enhancing pre-service learning and in-service training for cultivation of Chinese English-major teachers’mutual contemplations.