Research On Primary School Teachers In Instructional Leadership

The primary language is the basic disciplines of the compulsory education stage, play a fundamental role in the growth and development of the student’s primary language teaching social concern. Language teaching is important, as the executor of language teaching primary school language teachers, not born of outstanding teachers and teaching experts, but rather a process of growth from novice teachers to mature teachers, despite the many educational institutions for novice teachers series training, but training is often quite broad. Therefore, the content of this study is the primary language teachers teaching leadership studies, trying to leadership perspective analysis of the mature primary school language teachers from the four dimensions of instructional leadership characteristics to compare novice primary school language teachers with mature teachers teaching leadership, and thusanalysis of the difference between the novice teachers with mature teachers on instructional leadership, provide a reasonable framework for the growth of the novice teachers.The research literature, Lesson analysis, observation, interview on the analysis of11the mature primary school language teachers Lesson in accordance with the four dimensions of instructional leadership, summed up the the mature primary school language teachers teaching leadership characteristics. And then of11novice primary school language teachers and11mature teachers teaching leadership Comparison Lesson, to explore novice teachers’professional growth process should what efforts.The results are as follows:The mature primary school language teachers teaching leadership characteristics:first, teaching and leading the way, the words leadership of the mature primary school language teachers concise, clear; assisted teaching good at using the Situational Leadership; inside and outside class courses rational use of resources. And then, in the instructional leadership behavior, the mature primary school language teachers demonstration behavior frequently have their corresponding practice teacher demonstrates behavior; the mature primary school language teachers can give students timely feedback, feedback fewer feedback form to undertake inspired type feedback. Again, the long-time target point in instructional leadership, mature primary school language teachers to students reading the text independently, reading forms; the the mature primary school language teachers to create an open and relaxed atmosphere in the classroom, and encourage students to express the emotional experience unique texts reasonable. Finally, care about the students, the mature primary school language teachers can take care of all students in the class, most of the students in the classroom dominant participation improve.Comparison of novice primary school language teachers with proven teaching leadership:First, teaching and leading the way, novice teachers verbal repetition, wordy, simple enough, and verbal logic is not strong, the semantics is not clear; teach emotional class text,be adept at situational leadership; inside and outside class curriculum resource utilization unreasonable, out of the teaching content. Then, in the instructional leadership behavior, the primary language of novice teachers than mature teacher demonstrates behavior fewer, demonstrates the lack of students corresponding exercises; novice primary school language teachers fewer students than mature teacher feedback, feedback more often than mature teachers feedback form to certainly encouraged, error correction guidance-based, the less undertake heuristics feedback. Again, significantly less than mature teachers, novice primary school language teachers to the students own time reading the text to the target in instructional leadership, less legible form; novice teachers rarely encouraged students to express their unique emotional experience, the classroom atmosphere is boring. Finally, care about the students, novice primary school language teachers than mature teachers take into account students, the classroom, students answer a few number of very high, leading to most of the students in the classroom dominant participation is lower than mature teacher in classroom.Novice primary school language teachers to improve the professional level, especially teaching leadership skills needed changing students, teaching, the researchers based on the comparison of novice primary school language teachers and mature primary school language teachers teaching leadership, to provide for the growth of novice primary school language teachers some suggestions:teaching and leading the way to simplify the speech of teachers, clear the meaning of words; using music, video, and other ways to emotional narrative, practice using situational leadership; good to explore the inside and outside class curriculum resources and curriculum resources and teaching content reasonable jombination. The teachers demonstration read or demonstration after the student write the corresponding practice strengthen instructional leadership behavior; answers are as make teaching meaningful feedback to students, reduce feedback behavior, use multi undertake heuristic feedback inspire students to further reflection. Point goals in instructional leadership, read the text to give students ample time in class to enrich students’ reading style; encourage students to expierience and express the unique texts reasonable insights. Care about the students, teachers have to overcome the limitations of sight, and trust each student, and give more students to answer questions, dominant the opportunity to participate in the teaching activities.