Knowledge Of Principal’ Instructiona Leadership Development In Primary And Middle Schools

With the new curriculum reform deepening, the headmaster taught leadershipand learning (referred to as the Instructional Leadership) has been paid more andmore attention, more faces enormous challenges. However, research and practice ofteaching leadership of the headmaster, to make much of a response knowledgefoundation studies on Principals’ instructional leadership development did not. Likethe principals’ instructional leadership ascension requires knowledge of how? Thecurrent educational leadership knowledge can meet the principals’ instructionalleadership development? Should be based on knowledge base developmentframework for integration of principals’ instructional leadership how? In fact, thesolution to these problems is the focus problem and improvement of teaching qualityto promote the professional development of principals, more is an unsolved problemin the field of Principal Instructional leadership.Based on such considerations, this study explored the principal instructionalleadership requires knowledge about. Theoretical questions to answer this ideal,analysis framework of instructional leadership principals need clear, and understandthe teaching leadership development knowledge base framework.Furthermore, the present study used a case study of reasoning and researchmethods, the full implementation of Mr. Feng Qi early1950s’s "theory of method"ideological requirements, but also to achieve "approach to theory." Principals’instructional leadership is closely linked to two key questions:"What leadership" and"how to lead" solution, to sort out the existing literature in order to build a theory andpractice facility principals’ instructional leadership development of the knowledgebase framework.First, identify the basic concepts, based on a principal leadership role as ateaching positioning departure, referring to the existing instructional leadership modelto analyze the principal leader as a teaching tasks that principals’ instructionalleadership logical framework is divided into "leading what "and" how leadership"aspects. The "What leadership" including leading the implementation of effectiveclassroom teaching and the promotion of professional development of teachers;"howleadership" includes transactional leadership, transformational leadership, distributedleadership. Meanwhile, the framework also principals’ instructional leadershipdevelopment framework for the understanding of the knowledge base. Secondly, the "theory of method" as the guiding comb theoretical literature inorder to "approach to theory" as the guiding comb Practice literature. The literaturestudy found that principals’ instructional leadership development knowledge baseincludes two categories: one category is "how leadership" of knowledge, includingtransactional leadership, transformational leadership, distributed leadershipknowledge; Another is "Leading what" knowledge, including knowledge of effectiveteaching and teacher professional development knowledge. Specifically, transactionalleadership knowledge, including contingent reward, active management by exception;transformational leadership knowledge, including setting an example to boost morale,mental excitation, individual concern; knowledge of distributed leadership, includingbuilding shared vision, team building cooperative, empower teachers, parents and thecommunity to establish contact with; effective teaching of knowledge, including thedesign and implementation of teaching, student motivation to stimulate and maintaineffective classroom organization and management, as there is a need to provideindividualized tutoring for students in four areas knowledge; leadership knowledge,including professional development of teachers "who teach" knowledge, mainly refersto the way students learn and understand the characteristics of the development ofknowledge;"what to teach" knowledge, mainly referring to understand the knowledgeof the course, specifically referring to the development of curriculum objectives andimplementation, course content development and research, curriculum (teaching)the design and implementation, curriculum evaluation and management;"how toteach" knowledge, mainly refers to acquire subject knowledge of pedagogy.Then, examine a play a strong leadership endogenous teaching principals andschool leadership, by presenting its high performance teaching leadership, confirmsthat the principal reason why there is such a remarkable performance, because he hasa wealth of endogenous instructional leadership needed knowledge base.Finally, in the knowledge-based perspective to enhance principals’ instructionalleadership made a number of suggestions: First, a sound knowledge base lineinstructional leadership: self-learning and special training; Second, the principaltheorists should produce "enough","useful" teaching leadership knowledge; three isinstructional leadership knowledge visits, institutionalized norms principal entrycriteria; fourth is to strengthen education and management of normal studentsprofessional training for principals reserve personnel positions.