The Real-life Dilemma Of Secondary School Core Teacher Leadership And Breakthrough Path

Teacher Leadership refers to the comprehensive influence of teachers on their colleagues,students,and teams through the interaction of their own professional powers and their own non-power factors(teachers’ emotions,morals,and knowledge in certain organizational and group activities.This paper will focus on the status quo of the leadership of backbone teachers in middle school,so as to sum up the characteristics,find problems,and then explain the reasons for the plight,put forward the practice path.This research mainly uses the literature analysis method,the interview investigation method,the comparison research method.This study is based on distributed leadership theory and participatory leadership theory.The interview investigation method mainly divides into two stages.The first stage is to use the "Teacher Leadership Framework" issued by American "Leading Educators" in 2015 as the basis for compiling the interview outline.The second stage is to modify the interview design on the basis of pre-interview,and select 15 backbone teachers from middle schools for formal interviews.Interviewees were divided into three categories by semi-structured interviews with15 key middle school teachers.The first category is the backbone teachers in administrative posts,the second category is the backbone teachers in famous teachers’ studios,and the third category is the backbone teachers without positions.The survey found that the secondary school backbone teacher leadership has three characteristics:First,the teacher leadership reflects the link.Second,teacher leadership reflects professionalism.Third,teacher leadership embodies forward-perspective.In addition,there are four kinds of ability differences in the analysis of key teachers’ leadership: First,there are differences in self-awareness and social awareness.Secondly,there are three kinds of differences between the backbone teachers’ abilities of guiding,initiating and resource-based.Thirdly,there are two kinds of differences between the leadership ability of team culture and that of team resources.Fourthly,there are three kinds of differences in backbone teachers’ innovation-driven ability: core resource innovation ability,conservative thinking innovation ability and interactive innovation ability.There are three predicaments in the practice of backbone teachers’ leadership.First,the recognition predicament: the middle school backbone teacher leadership consciousness is weak,leadership role is fuzzy.Second,the resource dilemma: the backbone teacher participation opportunity is not equal,the time and the energy do not match.Third,the plight of participation: the lack of core teachers in the participation of intrinsic motivation,lack of guidance.There are three main reasons for the researchers’ in-depth analysis.First,the teacher profession: the lack of localized definition of teacher leadership and teacher leadership support projects.Second,the school practice aspect:The school neglects teacher leadership value,lacks the system to safeguard teacher leadership.Third,organizational structure: the influence of school power distance and collectivism.Aiming at the realistic predicament of the backbone teachers’ leadership,this paper tries to put forward the relevant path choice from three aspects.First,teacher professional path: define "teacher leadership" and establish professional development project to support teacher leadership development.Secondly,school culture path: affirm the value of teacher leadership and establish the campus collaborative network of distributed leadership.Third,the school system path: the establishment of the corresponding system to protect teachers who have leadership and give teachers the right to lead position autonomy.