摘 要：随着经济和社会的全面发展，学校改革的不断深入，教师领导力己经成为教师专业发展的必然要求，也成为中西方教育界关注的一个热点问题。教师领导力对深化学校改革，促进教师专业发展，提高教学质量具有重要意义。它有利于教师积极参与学校变革，有利于校长改变领导方式，有利于教师自身成长，有利于学生学业进步。
教师领导力是一种与传统的校长领导力共存的学校领导力。它是指在学校组织中的广大教师，通过自身的知识、能力、情感等非权力性因素以及专业权利相互作用，形成的一种自我激励以及对学生和其他成员的综合性影响力。
本文运用文献研究、问卷调查以及访谈等研究方法，通过对上海市徐汇区七所中小学校306位教师的问卷调查，就我国中小学校教师领导力的现状及存在问题进行了初步分析。同时，对中小学校教师领导力的内涵及其生成机制、发展途径等方面进行了整体性的研究。
研究内容分为以下五章：
第一章绪论，主要介绍了教师领导力的研究背景、研究意义，并陈述了本研究的基本思路和研究所采用的方法。
第二章提出了教师领导力的内涵和相关理论。简述了教师领导力理念的形成，教师领导力的内涵和表现形式以及在研究过程中可以借鉴的理论。
第三章对上海市中小学校教师领导力现存状况的实证调查，主要从学校中的领导力分布、校长的领导风格、骨干教师的作用、教师发挥领导力的情况、教师个体职业发展动力等五个方面进行分析。
第四章阐述了中小学校教师领导力的生成机制以及模式建构。
第五章主要提出了中小学校教师领导力发展策略和途径。
通过研究发现，教师领导力是充分发掘教师自身潜在资源、最大化地提高教师的积极性、主动性和创造性以及提升教学质量的主要举措。教师领导力的生成是教师、校长和学校共同作用的结果，需要三个方面共同协作。另外，可以通过构建教师领导力“能力词典”、建立合作团队和开展反思实践的策略和途径促进教师领导力的发展。
关键词：教师领导力；生成机制；模式建构；策略；途径
总 结：
1、教师领导力的表现形式主要有三个方面：课堂上；课堂外；在教师自身发展上。
2、教师领导力生成机制三要素：教师（核心）、校长（关键）和学校。
3、教师领导力模式建构模型大致分为六个阶段。每个阶段任务不同，逐层递进，形成一个完整的体系。
4、中小学校教师领导力的发展策略与途径：（1）构建教师领导力“能力词典”；（2）建立合作团队；（3）开展反思实践。
Abstract：As overall developing of the economy and society, the deepening of school reform, teacher leadership has become a necessity in the development of the teaching profession, and it has also become a hot issue concerned by both education communities in China and Western.
Teacher leadership has a great significance on the deepening of school reform, promotes professional development of teachers, and improves the quality of teaching. It is good for teachers to join in the school change, for school masters to change their leading styles, for teachers' own growth and for students' subject progress.
The teacher leadership is school leadership which stays with the classical principal's leadership. It refers to the vast number of teachers in the school organizations, through their own knowledge, ability, emotional and other non-power factors, as well as professional interaction, becoming a comprehensive influence the right to self-motivation as well as students and other members.
This paper used literature available, questionnaire，interview and other methods, through the questionnaire of 306 teachers that come from 7 schools of Xuhui district in Shanghai, preliminary analysis the teachers leadership phenomena and problems of our present school. And it whole studies the meaning, formation mechanism, development paths and other aspects of the teacher leadership.
The paper consists of five chapters:
Chapter 1: Introduction. Include the background, value of teacher leadership, and state the basic ideas and the methods of this study.
Chapter 2: Presents the meaning of teacher leadership and related theories. Describe the formation of the concept of teacher leadership, meaning and manifestations of the teacher leadership as well as theory in the research process.
Chapter 3:It is the empirical investigation with of teacher leadership in Shanghai, mainly analyzing from the distribution of leadership in schools, the leadership style of principal, key role of teachers, teachers play a leading, professional development motivation of teacher.
Chapter 4: Focus on the formation mechanism and model construction of teacher leadership in school.
Chapter5: Include the development strategies and approaches of teacher leadership in school. Through the research we found that teacher leadership is an important method to fully explore teacher's potential resources, to maximize the improvement of teacher enthusiasm, initiatives and creativity so as to enhance the quality of education and teaching. The generation of teacher leadership is the results of effects by teachers, principals and school. In addition, we can build "Ability Dictionary" of teacher leadership; establish cooperation team to carry out reflective practices and other strategies and ways to promote teacher leadership development.
Key words: Teacher leadership; Strategy Way; Formation mechanism; Model construction
（毕盛楠 上海师范大学硕士研究生学位论文）