学习型领导理论的研究与探索
摘要：随着社会的不断变革,目前教育领域竞争的日趋激烈,建设优质教育资源的愿望也越来越强烈,而教育领导理论的研究也逐渐开始呈现百花齐放的趋势,各种不同的教育领导理论不断涌现。学习型领导理论是二十一世纪以来在西方社会迅速兴起的教育领导理论之一。本研究从文献资料研究入手,旨在通过对学习型领导理论思想的系统梳理,为我国的教育管理理论和实践提供参照。
本研究主要分为四个部分。第一部分是导论,介绍了本研究的背景及国内外有关该研究的现状。从文献综述中可以看出,目前我国针对学习型领导理论的研究尚处于起步阶段。第二部分则是学习型领导理论诞生的社会基础和理论基础。学习型领导理论在美国诞生的社会背景主要是由于美国对现代知识型人才的培养需求与日俱增,而美国公立学校教育质量的下降,无法满足这一需求,因而迫切需要学校领导者关注学生的学业成就,提高学校办学水平。其理论基础则主要来源于权变理论、变革型领导理论和学习型组织理论。第三部分则是剖析学习型领导理论的主要内容。学习型领导理论的核心在于一切工作围绕提升学校及社区学生的学习水平和能力而开展。学习型领导的领导内容主要包含八个方面,分别是学习的愿景、教学计划、课程计划、学习型社区的建设、资源的获取与使用、组织文化的建设和社会效应的维护。学习型领导的评价体系则主要通过领导的核心内容和关键过程这两个维度来进行描述,核心内容与领导行为密切相关,也就是“做什么”;关键环节则关系到领导如何去完成每一项工作,即“怎么做”。这两个维度中又各包含有六个要素。领导的核心内容包括确保学生学习的高标准,设置严格的课程体系,幵展优质的课堂教学,注重学习型和促进专业发展的学校文化建设,与外部社区保持紧密联系以及注重责任制度的建设。关键过程则包括了规划、实施、支持、宣传、沟通和监督六个环节。第四部分论述了对学习型领导的评价以及该理论对我国教育管理实践的启示。学习型领导理论对于提高学生的学业成就,促进学校的办学水平有着很大帮助,然而,在西方能够得以立足的教育领导理论,未必能够生搬硬套到我国的教育领导实践中来。在我国的国情和环境下,这些理论应当如何理解,与其相对应的评测手段和工具应如何进行操作,在这样一种跨国界、跨文化的转换当中,是一个非常复杂的过程,还有大量的问题亟待解决。
关键词:学习型领导；领导理论；组织绩效；学习型组织
Abstract：Due to the fast-paced changes in social, economic, political and legal environments, the competition between schools has grown increasingly, and there’s a increasingly strong desire for setting up high-quality educational resources. Also, researches upon educational leadership theory is also growing wildly. Various educational leadership theories emerge continuously and frequently. The theory of learning leadership is one of the rapid-rise theories in western countries from the 21st century. This study begins from the literature study, aim to pack up the thinking of learning leadership theory systematically, in order to provide a reference for Chinese education management theory and practice.
This study is mainly divided four three parts. The first part introduces the research background. The second part mainly talks about the social foundation and theoretical basis of learning leadership theory. The third part is about the main content of learning leadership theory. The main content of the learning leadership theory includes eight dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resources acquisition and use, organizational culture and social advocacy. The assessment portraits of the theory include two parts: core components and key processes. Core components describe the leadership behaviors and the key processes pay attention to the practice procedure of the leadership behaviors. Core components are made up of six elements: high standards for student learning, rigorous curriculum, quality instruction, culture of learning and professional behavior, connections to external communities and systemic performance accountability. The key processes are also made up of six elements: planning, implementing, supporting, advocating, communicating and monitoring. The fourth part discusses the comments upon the learning leadership theory as well as the revelation of the theory for the educational management practice in China.
Key words: Learning Leadership, Leadership Theory, Organizational Performance, Learning Organization
（张文 教育经济与管理 南京师范大学硕士学位论文）