论教师领导  

On Teacher Leadership

作　　者：金建生[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《西北师大学报（社会科学版）》2007年第3期42-46,共5页Journal of Northwest Normal University(Social Sciences)

基　　金：全国教育科学"十五"规划教育部重点课题"大面积提高西北贫困地区基础教育质量与效益的实验研究"(DGA010241)的阶段性成果

摘　　要：教师领导是学校迈向学习型学校的必然,其概念是从教学领导、道德领导、转换领导、平行领导特别是分布式领导和参与式领导等学校领导研究中渐渐明晰的。教师领导的实施过程有利于校长成为"领导者的领导",从而放弃"英雄领导"模式;有利于教师的积极参与和专业成长,从而使教师职业具有魅力;有利于学校学习共同体的形成,从而提升学校创造未来的能力,最终达成学生发展的目的。Teacher leadership is a must on the process of going to the learning school. The concept of teacher leadership forms in the course of studies on the moral, instructional, transformational, parallel, distributed, organization, quality, and participatory and contingency leadership. The implementation of teacher leadership benefits a principal to become a leaders＇ leader, and the principal will abandon heroic leadership. It also benefits teachers＇ professional development and benefits school learning community so as to enhance creativity of school, and ultimately to encourage students development.

关 键 词：教师领导 教学领导 专业发展 学校发展 

分 类 号：G42[文化科学—课程与教学论]