發(fā)布時間：2018-02-10 06:55

  本文關鍵詞： 幼兒園教師領導力 結構研究 四力模型 影響因素　出處：《杭州師范大學》2011年碩士論文　論文類型：學位論文

【摘要】：在教育組織行為理論發(fā)展的今天,教師領導力對學校及教育活動所帶來的巨大績效已被越來越多的研究者所關注。學前教育專家認為,幼兒園教師領導力的研究不僅是推動幼兒園管理組織變革的重要因素,更是提升教師專業(yè)化發(fā)展的重要組成部分。 本研究旨在總結以前有關領導力問題、教師領導力問題研究的基礎上,圍繞幼兒園教師領導力問題進行研究,展開了幼兒園教師領導力問卷的編制、結構模型的研究,并對其現狀及影響因素進行了分析和歸因,同時探索性地提出開發(fā)領導力的開發(fā)的建議。本文研究試圖加強人們對幼兒園教師領導力的認識和了解,為幼兒園園長、教師轉變觀念提供一些思路。更加希望通過本文的研究能夠為有針對性地提高幼兒園教師領導力,促進幼兒園教師專業(yè)化水平,最終為提升學前教育保教質量和幼兒園教師的職業(yè)地位提供有價值的參考。 本研究的主要結論包括以下幾個方面：1.幼兒園教師領導力是一個有四力組成的結構模型,包括：感召力、影響力、決斷力和溝通力。2.幼兒園教師領導力問卷的信度和效度良好,符合心理測量學要求,是一個科學規(guī)范的測量幼兒園教師領導力的工具。3.幼兒園教師的領導力存在一定的人口統(tǒng)計學差異,除了溝通力之外,其他領導力因素的水平均存在年齡、教齡、學歷和職稱差異。4.影響幼兒園教師領導力的內外部因素有四大類,分別是個人因素、園長支持、園本文化和同事關系。其中,個人因素最重要。5.幼兒園教師領導力的開發(fā)可從自我超越和團隊學習兩個維度進行。 本研究有兩個方面的突破。創(chuàng)新點之一是首次對幼兒園教師領導力進行了研究。研究中拓寬了兩個領域的思路。首先促進了幼兒園管理組織的改革：轉變了領導力是園長或幼兒園管理者的專屬能力的觀念,使管理者和教師認識到每個人都有巨大的領導潛力,這種潛力的發(fā)揮會引起幼兒園管理組織的內部變化；其次是拓寬了幼兒園教師的專業(yè)化的內涵,認為領導力是幼兒園教師專業(yè)化的重要因素之一。創(chuàng)新點之二是形成了創(chuàng)造性的成果。一是根據已有的研究成果,對幼兒園教師領導力進行結構進行了探索研究。通過對幼兒園教師領導力的構成的研究,得出教師領導力四因素模型。二是在領導力四因素模型基礎上開發(fā)了幼兒園教師領導力問卷。三是針對影響幼兒園教師領導力的各項因素,為開發(fā)幼兒園教師領導力提出建議。
[Abstract]:With the development of educational organization behavior theory, more and more researchers pay attention to the great achievements of teachers' leadership in schools and educational activities. The research of kindergarten teachers' leadership is not only an important factor to promote the reform of kindergarten management organization, but also an important part of teachers' professional development. The purpose of this study is to summarize the previous researches on leadership and teachers' leadership, and to study the kindergarten teachers' leadership questionnaire and structural model. At the same time, the author puts forward some suggestions on the development of leadership. This paper tries to strengthen people's understanding and understanding of the leadership of kindergarten teachers, and is the kindergarten director. It is hoped that the research in this paper can improve the leadership of kindergarten teachers and promote the professional level of kindergarten teachers. Finally, it provides valuable reference for improving the quality of preschool education and the professional status of kindergarten teachers. The main conclusions of this study include the following aspects: 1. Kindergarten teacher leadership is a four-force structural model, including: charisma, influence, The reliability and validity of the leadership questionnaire of kindergarten teachers are good and accord with the requirements of psychometrics. It is a scientific and standard tool to measure kindergarten teachers' leadership. 3. There are some demographic differences in kindergarten teachers' leadership, except for the ability of communication, the level of other leadership factors all exist age, teaching years, There are four kinds of internal and external factors that influence the leadership of kindergarten teachers. They are personal factors, the support of the director, the culture of the garden and the relationship between colleagues. Personal factors are most important. 5. Kindergarten teachers' leadership can be developed from two dimensions: self-transcendence and team learning. There are two breakthroughs in this study. One of the innovations is the first time to study the leadership of kindergarten teachers. The research broadens the thinking in two fields. Firstly, it promotes the reform of kindergarten management organization: the change of leadership. The idea that leadership is the exclusive ability of the head of the garden or the kindergarten manager, To make managers and teachers realize that everyone has great leadership potential, this potential will lead to the internal changes of kindergarten management organization; secondly, it broadens the connotation of kindergarten teachers' specialization. It is considered that leadership is one of the important factors in the professionalization of kindergarten teachers. This paper explores the structure of kindergarten teachers' leadership. The second is to develop the kindergarten teacher leadership questionnaire on the basis of the leadership four factors model, and the third is to put forward suggestions for the development of kindergarten teachers' leadership in allusion to the factors that affect the kindergarten teachers' leadership.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G617

【參考文獻】

相關期刊論文 前10條

1 吳穎民;;國外對中小學教師領導力問題的研究與啟示[J];比較教育研究;2008年08期

2 張其順;;幼兒活動中教師領導力提升初探[J];長沙師范�？茖W校學報;2010年01期

3 江歷明;;非正式領導在企業(yè)組織中的作用[J];湖北經濟學院學報(人文社會科學版);2008年04期

4 李昌明;領導力與造就優(yōu)秀企業(yè)人才[J];經濟論壇;2005年06期

5 黃俊漢;試論提升領導力[J];經濟與社會發(fā)展;2005年01期

6 陽桂蘭;;教師成為決策者:美國一種新型的教師角色定位[J];教書育人;2006年04期

7 張小娟;打造卓越的領導力[J];領導科學;2005年18期

8 金鑫;領導力開發(fā)的途徑[J];企業(yè)改革與管理;2005年01期

9 李萬全;五表領導力[J];企業(yè)文明;2004年11期

10 吳金瑜;;校長領導教師共同實現領導力[J];上海教育;2006年13期

，

本文編號：1499924