Study On The Access Standards Of Teaching And Research Staff In The Perspective Of Curriculum Leadership Theory

With the continuous advancement of the basic education curriculum reform,the role of teaching and research organizations and teaching and research staff as the supporting force of curriculum reform have become increasingly prominent,which also puts forward higher requirements for the working methods and professional qualities of teaching and research staff.The professional functions of the teaching and research staff need to be repositioned,and the use mechanism(including the selection,assessment,rotation,etc.of the teaching and research staff)should also be innovative.Among them,the most urgent issue is the access of teaching and research staff,that is,who can become teaching and research staff.This paper adopts a mixed research method.On the one hand,it analyses the content of the institutional text of selecting teaching and research staff in the existing teaching and research institutions.On the other hand,it conducts statistics on the academic structure,professional background,source,teaching age upon entry and professional qualities of teaching and research staff in 3534 questionnaires.It is found that the access criteria of Chinese teaching and research staff are basically based on policy requirements,experience or work needs,and the existing access criteria are not clear for the qualities to cope with the new curriculum reform,and there is a lack of careful consideration for the hierarchy.As a result,the qualities and abilities of the existing teaching and research staff cannot fully match the requirements of the new curriculum reform.Analysis of the changes in the work of teaching and research personnel since the new curriculum reform shows that teaching and research staff are no longer just excellent teachers,they need to undertake new functions such as team building and curriculum development.These functions require the teaching and research staff to be professional and have leadership skills,which is in line with the community,vision,sharing and professionalism emphasized by the curriculum leadership theory.Therefore,from the perspective of trait theory,transformative curriculum leadership theory,moral leadership theory and shared curriculum leadership theory,this paper explores the dimensions and contents of the access criteria for curriculum leaders.Based on the theory of curriculum leadership,this paper proposes that the access criteria for teaching and research staff in China should include three areas: value leadership,professional leadership and cultural leadership.Specifically,in the field of value leadership,leaders must hold correct values,disseminate and promote core values,form and strengthen a common vision.In the field of professional leadership,leaders implement national curriculum policies,guide and evaluate teaching practice,lead and promote teachers’ professional development.In the field of cultural leadership,leaders create a democratic culture,foster a cooperative culture,and form an innovative culture.Based on this framework and contents,this study puts forward the following suggestions for the existing admission criteria of teaching and research staff.Firstly,we should establish the admission criteria based on the curriculum leadership theory for teaching and research personnel as soon as possible.Secondly,the organizations should loosen restrictions on the teaching years and establish the flowing mechanism of teaching and research staff.Thirdly,the criteria should consider the hierarchy and clarify the functional orientation of teaching and research staff at three levels.Fourthly,it is important to construct a promotion mechanism for professional development of existing teaching and research staff.