菲利普·贺灵杰

摘要：四十年来，有关学习型领导力的实证研究已经相当成熟，它为领导力实践提供了坚实的基础。今天，“学习型领导力”这一术语已经涵括了教学型领导力、变革型领导力、分享型领导力的特征。学习型领导力模型包括领导力的价值观、领导力的聚焦点、领导力的境脉、领导力的共享四个维度。应用到学校之中，学习型领导力的研究发现：校长是价值观的领袖，校长很重要，但他只能与他人合作才能取得成功；领导力应着眼于学校改进和发展的能力建设；先花时间了解学校的背景，然后制定恰当的领导策略；领导者应该分享领导责任，并赋权他人，但应当择时、得法。

关键词：领导力；学习；学校；校长；组织变革

作者简介：菲利普·贺灵杰，香港教育学院亚太领导力与变革研究中心总监，美国范德堡大学领导及组织学教授和教育领导高级科研中心总监，中国科学院客座教授，泰国玛希隆大学管理学院首席学术主任

总结：1.在学校校长承担和负有责任的主要工作任务中，通常认为最重要和最伤神的当数课程和教学。一方面，校长要承担起教学型领导的责任；另一方面，他又被断然告知这一角色超越他本人和其他任何人的能力。问题出在校长的教学型领导力这个重要概念既没有被精确地定义，也没有提出明确的假设。

2.校长是价值观的领袖。能雄辩地表述个人的价值观与信仰的意识和能力是任何部门负责人应具备的最起码能力。价值取向或明或暗地指导决策和寻求解决问题的方法，明确的表述应当是首选，学会将自己的价值观、信念和期望与所在学校的价值观很好地协调一致，这是对学习型领导力的基本要求。

3.校长很重要，但只能与他人合作才能取得成功。校长领导力的影响也受到学校文化、工作进程和学校员工的影响。更具体地说，这种“相互影响”模式强调学校境脉/情景对领导力和学生学习都具有深刻的影响。从这方面看，既鼓舞人心也令人震撼。

4.领导力应着眼于学校改进和发展的能力建设，先花时间了解学校的境脉、背景，然后制定恰当的领导策略。

Leadership for Learning: Models and Key Dimensions

Philip Hallinger

Abstract: Over the past 40 years, the field of empirical research on leadership for learning has matured to the point where it offers a sound foundation for leadership practice. Today, the term "leadership for learning" has covered the features of instructional leadership, transformational leadership and shared leadership. The model of leadership for learning includes four dimensions: values of leadership,focus of leadership, contexts of leadership, and sharing of leadership.When applied to schools, it is found out in the research of leadership for learning that the principals are the value leaders. They are important, but they can only achieve success through the cooperation with others. The principals should be aimed at building the school's capacity for improvement and development. They should take time to understand the school context first, then develop suitable leadership strategies. The leaders should seek to share leadership and empower others, but must pick the right time and right methods.

Key words: leadership, learning, schools，principals, organizational change

Author: Philip Hallinger, Director of Asia Pacific Center for Leadership and Change, Hong Kong Institute of Education ,&professor of leadership and organizations and director of the Center for the Advanced Study of Educational Leadership, Vanderbilt University in USA,&guest professor of Chinese Academy of Sciences,&chief academic officer for the College of Management of Mahidol University in Thailand

出处：《教育研究》2013年第12期