彭虹斌

(华南师范大学 公共管理学院, 广东 广州 510631)

摘要：学校领导的研究已有 100 余年的历史，20 世纪 80 年代后出现了两种占主导地位的领导范式：教学领导和转型领导。前者强调自上而下的控制；后者强调自下至上的参与式改革，是一种分享式的领导范式。教学领导凭借管理与控制组织成员导向既定的目标；转型领导则通过提升组织成员的期望值来憧憬、创造未来。鉴于两者的优点与不足，未来的领导范式将是两者的有机整合。

关键词：教学领导；转型领导；控制

总结：一、教学领导与转型领导的来源及特征

有关教学领导的概念虽然比较多，但内涵比较一致，这些概念的共同点多于不同点。以目标为导向，专注于提高学生的学业水平是这些概念的共同点。转型领导作为一种普通的领导理论是针对交易式领导的缺陷而提出的。

二、教学领导与转型领导的共同点与不同点

三、走向整合

时代发展要求在学校教育改革中实现教学领导与转型领导的互补。校长们激发了教师的责任感，提高了他们的专业技能，在分享式的教学领导下与下属交互作用时，学校便实现了教学领导与转型领导的整合，学校同时也成了学习化的组织，因此绩效肯定会提高。

The New Development of School leadership: From

Instructional Leadership to Transformational Leadership

PENG Hongbin

(Public Administration School, South China Normal University, Guangzhou 510631, China)

Abstract: Literature on school leadership has a history of 100 years. Over the past two decades the most suitable leadership role for principals has been dominated by two conceptual models: instructional leadership and transformational leadership. Instructional leadership emphasizes on coordinating and controlling from above, transformational leadership which is a distributed leadership, focuses on stimulating change through bottom- up participation. The distinction also contrasts instructional leadership that focuses on management of existing relationships and maintenance of the status quo with transformational leadership that seeks to envision and create the future by synthesizing and extending the aspiration of members of the organizational community. In view of the advantages and disadvantages the two models have, the future leadership will move towards an integration of leadership models.

Keywords: instructional leadership; transformational leadership; control

出处：外国教育研究2006年第2期