A Study On The Role Transformation Of Primary And Middle School Principals In The View Of Moral Leadership

Since the introduction of moral leadership as a new philosophy of leadership into the field of traditional school management practice in China,the research and application of moral leadership has become the focus of attention.People want to pursue prosperity and flourish of moral leadership in the theory construction and practice,hoping that moral leadership adapt to their own soil in the traditional school management culture environment in China and let the moral leadership practice not only stay in the theoretical sense of the graft and transformation,but traditional development of school management with the change of effective guidance in practice.We all known,headmaster is the soul leader of school management change.It is significant to promote the transformation of principals' role in order to make effective practice of moral leadership and lead to the transformation of school management.The research found that the research on the role transformation of Chinese traditional primary and secondary school principals from the perspective of moral leadership is fragmentary and not systematic.This is a hindrance to the reform of school management by the principals of primary and secondary schools and the effective use of moral leadership.Based on this,the article attempts to start from the perspective of moral leadership,in-depth analysis and research on the traditional schools of typical management practice,reflection of China's traditional school management practice of the general logic of the bureaucratic management dominant,on the basis of analyzing and summarizing the performance of four kinds of the role of traditional schools in China that are,policy transmitter,centralization leader,problem solver and beg alms of people.In the course of the research,combined with interviews and analysis of relevant principals,as well as material research on daily management practices and experience of primary and secondary school principals,we found that,the main reasons for the formation of the role of traditional primary and secondary school principals including the continuity of traditional political genes,the bureaucracy of "bringing in",the traditional cultural and psychological functions,and the devaluation of knowledge and the shortage of funds.Through theoretical analysis,the theoretical basis of moral leadership and related concepts of knowledge reasoning,the role of primary and secondary school principals explains moral leadership influence theory content,including the rational management of value determination,followed by the logic of practice of moral leadership and the leading moral authority and the construction of a foundation of all virtue school.From the point of view of moral leadership,the principals of primary and secondary schools should pursue three kinds of roles,such as moral model,service guide and professional guide.The realization of role transformation of primary and secondary school principals needs to change both in concept and to strengthen its comprehensive quality.The principal's role in moral leadership needs to be led by moral authority,leading by value,leading by culture and leadership in practice.In addition,the development of the principal's comprehensive quality should start with three aspects:good moral quality,improvement of self management quality and lifelong learning quality.Synthesis of the traditional school principal role analysis practice performance,attribution and transformation necessity,through theoretical and academic analysis and selection theory,definition of moral leadership role,to determine the new role of moral leadership practice necessary leadership change and quality requirements etc.In order to promote the transformation of the role of the headmasters in modern primary schools to the role of moral leadership in modern principals,we must pay attention to the generation of principals' moral leadership,the construction of a moral school based management system,the strengthening of reflective principals' training thinking and the construction of a new evaluation system for principals.