Research On The Leadership Of Primary School Head Teachers

Education is the foundation of a century plan of our nation,while teachers are of great importance to education.The basic guarantee to implement the 14 th Five-Year Plan,build a high-quality education system and comprehensively promote quality education lies in building the high-quality professional teachers’ team and improving the educating capacity of teachers.The head teachers form an important part of the teachers’ team,the "significant other people" who care for the all-round development of students and also an important force in the implementation of quality education.The knowledge,character,ability and quality of the head teachers will have a long-term and profound impact on students at the enlightenment stage of their lives in the primary school.With the rise of Western teachers’ professionalization movement and flat management mode,attentions have been paid to the research on teachers’ leadership.As a development and supplement to the teachers’ leadership,the head teachers’ leadership is the reflection of their comprehensive ability and influence.The leadership enhancement is of great significance to accelerating the professional development of head teachers,improving classroom management effectiveness,alleviating head teachers burnout,promoting students’ physical and mental development,as well as helping the implementation of the "double reduction" policy,deepening the reform of basic education teaching,comprehensively promoting quality education and comprehensively improving education quality.Based on the six-dimensional leadership theory,moral leadership theory and distributed leadership theory,this study integrates the literature research method,questionnaire survey method and interview method to investigate the current situation in the primary schools in G District,Zhengzhou,analyze the causes and propose strategies to improve the leadership of head teachers.Firstly,through the literature review and evaluation of primary school head teachers’ leadership studies both at home and abroad,the connotation of head teachers’ leadership in primary schools in this study is defined on this basis,which mainly includes authority leadership and non-authority leadership.Combined with the reality of front-line education,the six-dimensional leadership is integrated to form seven research dimensions in this study: learning ability,organization ability,teaching ability,decision-making ability,foresight ability,evaluation ability and inspiring ability.Secondly,head teachers from 15 public primary schools in G District,Zhengzhou have been selected as the respondents,and a questionnaire is used to investigate the current situation of head teachers’ leadership in primary schools.At the same time,the interview method is used to focus on the factors affecting the improvement of head teachers’ leadership,conduct in-depth communication with the head teachers of primary schools in G District,and comprehensively understand the reasons behind the current situation of head teachers’ leadership.Thirdly,by using the SPSS25.0 Software to process the data collected,it is found that except for the slightly higher score of evaluation ability,the other six dimensions have different degrees of problems,which mainly include as follows: Insufficient intimacy and harmony between teachers and students;less participation in school management and lack of personalized guidance to students;less writing class management reflection;fewer learning and training opportunities for head teachers;poor long-term planning and lack of ability in the cultivation of class cadres;less satisfactory in the teaching effect of "problem youngsters ";insufficient risk prediction ability and poor awareness of risk prevention plan etc.Combined with data analysis and interview results,this paper explores the subjective and objective reasons respectively.The problems in the subjective aspect include: deviated cognition of leadership by the head teachers,poor time management and emotion management ability,unreasonable knowledge structure,insufficient awareness of active reflection and the professional quality needs to be improved.The problems in the objective aspect include: too centralized distribution of school authority and poor organization culture,imperfect training system for the head teachers,defective work assessment mechanism and incentive system of head teachers,lack of practice platform and activities,complex education environment,and lack of leadership courses in pre-service education etc.Finally,based on the analysis of the problems and causes,and in combination with the research results and experience both at home and abroad,this paper has proposed strategies for upgrading from the following aspects based on six-dimensional leadership theory,moral leadership theory and distributed leadership theory.Firstly,for the head teachers themselves,they should strengthen the cognition in the leadership role and actively participate in school management,conduct narrative research and action research to enhance learning and introspection,improve time management and emotion management skills,as well as attaching importance to professional autonomy development and consolidating the foundation of their leadership.Secondly,for the school part,it should establish a diversified evaluation mechanism and incentives,improve the training system for head teachers,launch colorful activities for head teachers,create a positive school culture,build a learning community and provide environment support.Thirdly,for the social support level,the pre-service leadership courses need to be added and the competent education department shall strengthen educational supervision to ensure the welfare implementation of head teachers,add professional title evaluation channels for head teachers,establish network education cloud platform,and lead the whole society to form a new fashion of respecting teachers and valuing education.