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

总结：本文开篇展示了过去四十年来有关学校领导力研究发展的演变。介绍并透析了学习型领导力。这一模型提供了广阔的视角去观察领导力对学校改进和学生学习所做出的贡献。尤其是聚焦于近期系列实证研究的结果，在了解学校现实中学习型领导力是如何发挥作用方面，它们提供了最新最重要的信息。

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

出处：教育研究 2013年12期