Hallinger, Phillip¹ Lee, Moosung

Abstract: Over the past two decades a growing body of international research suggests that instructional leadership from the principal is essential for the improvement of teaching and learning in schools. However, in many parts of the world, the practice of instructional leadership remains both poorly understood and outside the main job description of the principal. Thus, in many nations, the expectation for principals to act as instructional leaders represents a major change from traditional practice. The current study explores the principal's changing role as an instructional leader in Thailand, where education reforms adopted in 1999 sought to change modal approaches to teaching and learning as well as school management. The study employed surveys of principal instructional leadership conducted prior to and following adoption of Thailand's National Education Act 1999 to assess change in principal practice. The results suggest that despite new system expectations for principal to act as instructional leaders, the predominant orientation of Thai principals remains largely unchanged. The authors recommend that more systematic and substantial steps are needed to train and support principals in making this change in their role. [ABSTRACT FROM PUBLISHER]

Key words: education  reforms；instructional leadership；schools leadership；Thailand

总结：在过去的二十年国际研究越来越多表明，从校长教学领导是必不可少的教学的改进和学习的学校。然而，在世界的许多地方，教学领导的做法仍然既缺乏了解，更在校长的主要工作职责范围以外。因此，在许多国家，预期为校长作为教学领导表示，从传统的做法有很大的变化。本研究探讨了主要的角色转变为一个教学的领导者在泰国，凡在1999年通过的教育改革寻求改变模式的教学方法和学习以及学校的管理。校长教学领导这项研究采用调查之前和之后通过泰国的1999年全国教育法评估的变化主要做法进行。结果表明，尽管新系统的期望主要作为教学的领导人，泰国校长的主要方向在很大程度上仍然不变。作者建议，需要更系统，更实质性的步伐，培养和支持校长在作出这个改变自己的角色。

来源：Educational Management Administration & Leadership. Jan2014, Vol. 42 Issue 1, p6-29. 24p.