教育领导力模式变迁之反思

胡中锋; 王义宁

doi:10.16382/j.cnki.1000-5560.2015.03.002

教育领导力模式变迁之反思

doi: 10.16382/j.cnki.1000-5560.2015.03.002

胡中锋¹,
王义宁²

1.
华南师范大学公共管理学院, 广州 510006
2.
广东理工学院人事处, 广东肇庆 526114

基金项目:

全国教育科学规划国家一般项目"校长领导行为与教师工作绩效之关系研究” BFA080009

广东省科技厅软科学重点项目:"广东省科技创新人才结构与评价标准研究” 2012B070300050

Bernstein RJ (1983). Beyond Objectivism and Relativism: Science, Hermeneutics and Praxis. Oxford: Basil Blackwell:pp. 147.
Marion, R. (2008). Complexity theory for organizations and organizational leadership. In M. Uhl-Bien & R. Marion (Eds.), Complexity leadership, Part 1: Conceptual f oundations (pp. 1-15). [Kindle ebook version] Charlotte, NC: Information Age Publishing.
Stogdill, R. M. (1948). Personal factors associated with leadership: A survey of the literature. J. Psychol. 25: pp. 35-71.
Marion, R. (2008). Complexity theory for organizations and organizational leadership. In M. Uhl-Bien & R. Marion (Eds.), Complexity leadership, Part 1: Conceptual f oundations (pp. 1-15). [Kindle ebook version] Charlotte, NC: Information Age Publishing.
Hitt, M. A., Keats, B. W., & DeMarie, S. M. (1998). Navigating in the new competitive landscape: Building strategic flexibility and competitive advantage in the 21st century. Academy of Management Executive, 12(4), pp. 22-42.
Sashkin, M. (2004). Transformational leadership approaches: A review and synthesis. In Antonakis, J., Cianciolo, A. T., and Sternberg, R. J. (eds.), The Nature of Leadership, Sage, Thousand Oaks, CA, pp. 171-196.
从春霞:《萨乔万尼道德领导理论述评》, 《国家教育行政学院学报》2009年第4期。
Fiedler, F. E. and Link, I. G. (1994) Leader intelligence, interpersonal stress, and task performance. In R. J. Sternberg and R. K. Wagner (Eds.). Mind in context Interactionist perspectives on human intelligence (New York: Cambridge University Press). pp. 152-167.
Zaccaro, S. J., Kemp, C., and Bader, P. (2004). Leader traits and attributes. In Antonakis, J., Cianciolo, A. T., and Sternberg, R. J. (eds.), The Nature of Leadership, Sage, Thousand Oaks, CA, pp. 101-124.
McElroy, M. W. (2003). The new knowledge management: Complexity, learning, and sustainable innovation. Boston, MA: Butter-worth/Heinemann.
Robert J. Sternberg. (2005) WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized. Educational Psychology Review, Vol. 17, No. 3, September 2005.
Sternberg, R. J. and O'Hara, L. A. (2000) Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook ofintelligence (New York: Cambridge University Press), pp. 609-628.
Ayman, R. (2004). Situational and contingency approaches to leadership. In Antonakis, J., Cianciolo, A. T., and Sternberg, R. J. (eds.), The Nature of Leadership, Sage, Thousand Oaks, CA, pp. 148-170.
Blake, R. R., and Mouton, J. S. (1964). The Managerial Grid, Gulf Publishing Group, Houston.
Bales, R. F. (1951). Interaction process analysis: A method for the study of small groups. Addison-Wesley, Reading, MA.
Mann, R. D. (1959). A review of the relationship between personality and performance in small groups. Psychol. Bull. 56.
Vroom, V. H., and Yetton, P. W. (1973). Leadership and Decision Making, University of Pitts burgh Press, Pittsburgh. Vroom, V.H., and Jago, A. G. (1978). On the validity of the Vroom-Yetton model. J. Appl. Psychol. 63:pp. 151-162.
Sternberg, R. J. (1997) Successful intelligence (New York: Plume).
Sergiovanni T. J (1998). Leadership as pedagogy, capital development and school effectiveness. International Journal of Leadership in Education 1(1): pp. 37-46.
Amabile, T. M. (1996) Creativity in context (Boulder CO: Westview).
Berlak A (1985) Back to basics: Liberating pedagogy and the liberal arts. In: the annual meeting of the American Educational research Association, Chicago, April, pp. 2.
Marion, R. (2002). Leadership in education: Organizational theory for the practitioner. Upper Saddle River, NJ: Merrill/Prentice-Hall.
Cross, J. (2007). Inf ormal learning: Rediscovering the natural pathways that inspire innovation and perf ormance. San Francisco, CA: Pfeiffer.
Neisser, U. (1979) The concept of intelligence. In R. J. Sternberg and D. K. Detterman (Eds.), Human intelligence Perspectives on its theory and measurement (Norwood, NJ: Ablex). pp. 179-189.
Marion, R., Uhl-Bien, M., Hanson, B., Schreiber, C., & Arena, M. (2011). Untitled. Manuscript in preparation.
内部轴心包括价值观、信仰、文化、宗教、习俗和当地经济等。外部轴心包括社会价值观、全球经济、大众媒体、社交网络、信息通信技术、国家课程, 学生测验分数的"教学压力”等。
Fiedler, F. E. (1978). The contingency model and the dynamics of the leadership process. In Bekowitz, L. (ed.), Advances in Experimental Social Psychology, Vol. 11, Academic Press, New York, pp. 59-112.
Leavitt, H. J. (1951). Some effects of certain communication patterns on group performance. J. Abnormal Soc. Psychol. 46.
Burns, J. M. (1978). Leadership, Harper & Row, New York.
蔡怡:《教育领导理论新进展》, 《比较教育研究》2007年第1期。
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出版历程
- 刊出日期: 2015-09-20

Reflecting the Transformation of Educational Leadership Models

HU Zhongfeng¹,
WANG Yining²

1.
The School of Public Administration in South China Normal University, Guangzhou 510006, China
2.
Guangdong Polytechnic College, Zhaoqing 526114, Guangdong, China

摘要

摘要: 自上个世纪以来, 教育领导力的研究一直被教育学界所关注, 出现了数十种教育领导力模式。每一种教育领导力模式在彰显其优越性的同时也暴露出局限性。伴随着教育领导力模式研究的发展和变迁, 新的教育领导力模式的完备性逐渐增强, 呈现出统整其它模式的趋势。我国教育领导力模式的研究应该紧跟国际潮流, 加强本土化开发, 注重理论联系实际。
- 育领导力 /
- 模式 /
- 变迁 /
- 反思
Abstract: Educational leadership has been the major concern among educational researchers ever since 20^th century and dozens of different models of educational leadership have emerged. Each model demonstrates its advantages as well as its limitations. Along with thedevelopment and change of the research on educational leadership model, the new models aregradually improved, towards integratingother modes. Research on the educational leadershipmodels in China should closely catch up with the international trend through localizedde-velopment as well as combining theory with practice.
- educational leadership /
- model /
- transformation /
- reflecting
注释:

1) Bernstein RJ (1983). Beyond Objectivism and Relativism: Science, Hermeneutics and Praxis. Oxford: Basil Blackwell:pp. 147.

2) Marion, R. (2008). Complexity theory for organizations and organizational leadership. In M. Uhl-Bien & R. Marion (Eds.), Complexity leadership, Part 1: Conceptual f oundations (pp. 1-15). [Kindle ebook version] Charlotte, NC: Information Age Publishing.

3) Stogdill, R. M. (1948). Personal factors associated with leadership: A survey of the literature. J. Psychol. 25: pp. 35-71.

4) Marion, R. (2008). Complexity theory for organizations and organizational leadership. In M. Uhl-Bien & R. Marion (Eds.), Complexity leadership, Part 1: Conceptual f oundations (pp. 1-15). [Kindle ebook version] Charlotte, NC: Information Age Publishing.

5) Hitt, M. A., Keats, B. W., & DeMarie, S. M. (1998). Navigating in the new competitive landscape: Building strategic flexibility and competitive advantage in the 21st century. Academy of Management Executive, 12(4), pp. 22-42.

6) Sashkin, M. (2004). Transformational leadership approaches: A review and synthesis. In Antonakis, J., Cianciolo, A. T., and Sternberg, R. J. (eds.), The Nature of Leadership, Sage, Thousand Oaks, CA, pp. 171-196.

7) 从春霞:《萨乔万尼道德领导理论述评》, 《国家教育行政学院学报》2009年第4期。

8) Fiedler, F. E. and Link, I. G. (1994) Leader intelligence, interpersonal stress, and task performance. In R. J. Sternberg and R. K. Wagner (Eds.). Mind in context Interactionist perspectives on human intelligence (New York: Cambridge University Press). pp. 152-167.

9) Zaccaro, S. J., Kemp, C., and Bader, P. (2004). Leader traits and attributes. In Antonakis, J., Cianciolo, A. T., and Sternberg, R. J. (eds.), The Nature of Leadership, Sage, Thousand Oaks, CA, pp. 101-124.

10) McElroy, M. W. (2003). The new knowledge management: Complexity, learning, and sustainable innovation. Boston, MA: Butter-worth/Heinemann.

11) Robert J. Sternberg. (2005) WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized. Educational Psychology Review, Vol. 17, No. 3, September 2005.

12) Sternberg, R. J. and O'Hara, L. A. (2000) Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook ofintelligence (New York: Cambridge University Press), pp. 609-628.

13) Ayman, R. (2004). Situational and contingency approaches to leadership. In Antonakis, J., Cianciolo, A. T., and Sternberg, R. J. (eds.), The Nature of Leadership, Sage, Thousand Oaks, CA, pp. 148-170.

14) Blake, R. R., and Mouton, J. S. (1964). The Managerial Grid, Gulf Publishing Group, Houston.

15) Bales, R. F. (1951). Interaction process analysis: A method for the study of small groups. Addison-Wesley, Reading, MA.

16) Mann, R. D. (1959). A review of the relationship between personality and performance in small groups. Psychol. Bull. 56.

17) Vroom, V. H., and Yetton, P. W. (1973). Leadership and Decision Making, University of Pitts burgh Press, Pittsburgh. Vroom, V.H., and Jago, A. G. (1978). On the validity of the Vroom-Yetton model. J. Appl. Psychol. 63:pp. 151-162.

18) Sternberg, R. J. (1997) Successful intelligence (New York: Plume).

19) Sergiovanni T. J (1998). Leadership as pedagogy, capital development and school effectiveness. International Journal of Leadership in Education 1(1): pp. 37-46.

20) Amabile, T. M. (1996) Creativity in context (Boulder CO: Westview).

21) Berlak A (1985) Back to basics: Liberating pedagogy and the liberal arts. In: the annual meeting of the American Educational research Association, Chicago, April, pp. 2.

22) Marion, R. (2002). Leadership in education: Organizational theory for the practitioner. Upper Saddle River, NJ: Merrill/Prentice-Hall.

23) Cross, J. (2007). Inf ormal learning: Rediscovering the natural pathways that inspire innovation and perf ormance. San Francisco, CA: Pfeiffer.

24) Neisser, U. (1979) The concept of intelligence. In R. J. Sternberg and D. K. Detterman (Eds.), Human intelligence Perspectives on its theory and measurement (Norwood, NJ: Ablex). pp. 179-189.

25) Marion, R., Uhl-Bien, M., Hanson, B., Schreiber, C., & Arena, M. (2011). Untitled. Manuscript in preparation.

26) 内部轴心包括价值观、信仰、文化、宗教、习俗和当地经济等。外部轴心包括社会价值观、全球经济、大众媒体、社交网络、信息通信技术、国家课程, 学生测验分数的"教学压力”等。

27) Fiedler, F. E. (1978). The contingency model and the dynamics of the leadership process. In Bekowitz, L. (ed.), Advances in Experimental Social Psychology, Vol. 11, Academic Press, New York, pp. 59-112.

28) Leavitt, H. J. (1951). Some effects of certain communication patterns on group performance. J. Abnormal Soc. Psychol. 46.

29) Burns, J. M. (1978). Leadership, Harper & Row, New York.

30) 蔡怡:《教育领导理论新进展》, 《比较教育研究》2007年第1期。