高校外语教师专业领导力研究
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摘要
处于变革时代的高等教育承担着推进教育改革、提升教育质量的历史任务。高等教育改革成功的关键在教师,教师是重塑学校文化和提高学校效能的重要力量。近年来,教师领导力研究已成为国内外教育领域研究的热点。已有的研究主要关注的是中小学教师,而对高等院校教师鲜有涉及：从专业发展的视角审视外语学科教师领导力发展的研究更为罕见。
本文采用文献研究、深度访谈、问卷调查等研究方法,以高校的外语教师作为研究对象,通过调查高校外语教师专业领导力现状,阐述教师专业领导力的内涵,辨识外语教师专业领导力的发展轨迹,识别教师专业领导力发展的阻碍因素,构建外语教师专业领导力评价模型,为专业领导力发展实践提供可循的路径。
首先,本研究通过对国内外教师领导力理论和教师专业发展理论的文献梳理,定义了教师专业领导力：教师专业领导力是指教师在其教育教学及学术研究过程中,通过其人格魅力、专业权力、专业知识和能力,形成的对学生、其他教师及整个专业领域的影响力。
其次,本研究通过对高校外语教师的深度访谈和对优秀外语教师个人资料的分析,呈现了高校外语教育的多维具体、真实的样态；在对教师专业领导者特质剖析基础上,归纳构建了教师专业领导力的五维模型：人格感召力、教学引领力、学术前瞻力、组织凝聚力和学习成长力；并基于教师专业领导力的五维模型,通过AHP方法构建了高校外语教师专业领导力评价指标体系。
第三,对高校外语教师专业领导力情况问卷调查。16个省市36个城市48所高校的部分外语教师参与了问卷调查,为大学外语教学改革的推进和内涵建设的发展提供了真实可信的参考依据。
调研结果发现,我国高校外语教师的教学引领力和人格感召力较为强势、组织凝聚力和学习成长力相对弱势、学术前瞻力明显不足。教师的个体特征和学校文化特征对教师专业领导力有显著影响。分析表明,传统观念、学校组织文化、教师自我激励不足和领导技能的缺失成为我国高校外语教师专业领导力发展的阻碍因素。
最后,本文提出了发展教师专业领导力的对策和建议：承认教师的专业领导者地位,通过赋权给教师,确认并促进教师对自我专业领导力的认同；强化教师专业领导力的培育和发展氛围,转变传统观念,重塑学校文化,尊崇教师对教学、科研等方面的领导力,激发起每个教师个体所具有的潜在能力,实现专业共享和专业自主发展,发挥教师专业领导者的辐射作用和引领作用。
Higher education, in the era of innovation, is committed with educational reform and quality upgrading. The success of such a reform hinges on the quality of teachers, who are the major force of remodeling school culture and improve school efficiency. In the recent years, the probe into teacher leadership has gained impetus in the scope of educational research at home and abroad. What has featured the probe is that it has been targeted toward teachers in primary and secondary schools, leaving those in the higher education rarely touched, especially the research on the leadership of teachers of particular subjects in the perspective of professional development.
By reviewing past researches and through in-depth interview and questionnaire, this paper elaborates on the definition of teacher leadership, points out the path in which teachers of a foreign language develops their professional leadership, reveals the promoting and barricading forces, build the model of assessment professional leadership of teachers of foreign language, and attempts to find a practical approach to the development of teacher professional leadership.
Firstly, the paper defines teacher professional leadership on the basis of analyzing past researches on teacher leadership and teacher professional leadership development:teacher professional leadership is the influence teachers have on their students, colleagues and the whole profession, through their personal charm, professional power, and professional know-how, in the process of teaching and research.
Secondly, based on the in-depth interview with teachers of foreign language in tertiary schools and analysis of development history of excellent teachers of foreign language, this paper presents the foreign language education in tertiary schools in its multidimensional and real forms; with the understanding of qualities of teacher professional leaders, it models teacher professional leadership in five dimensions: appeal of personality, guidance in teaching, foresight in academia, cohesion in organizing, and growth by learning; a system of assessment of professional leadership of foreign language teachers in higher education is established with the help of AHP methodology.
Thirdly, in order to understand the status-quo of professional leadership of foreign language teachers and provide dependable reference for reform of foreign language teaching in tertiary schools with insights, a second research is also included in this paper:questionnaires about the professional leadership of foreign language teachers that involves teachers in48tertiary schools in16areas in36cities.
The findings show that appeal of personality and guidance in teaching are in strong impetus, while cohesion in organizing, and growth by learning comparatively weak, with foresight in academia particularly arousing concern. Individual qualities and school culture have distinct impact on teacher professional leadership. Traditional stereotypes, organizational culture of schools, and lack of self-motivation have become the barricading forces for the development of professional leadership of foreign language teachers in tertiary schools in China.
Lastly, with the above findings, this paper puts forward advice on how to promote professional leadership of foreign language teachers:teacher leadership should be recognized by empowering the teachers and helping them realize they themselves are professional leaders; teacher professional leadership should be cultivated and enhanced-by way of building a school culture that respects teacher leadership in teaching and research and activating the potentials of individual teachers, with the aim of professional sharing, autonomy in professional development, and making teacher professional leaders spread their positive and guiding influence.
本文采用文献研究、深度访谈、问卷调查等研究方法,以高校的外语教师作为研究对象,通过调查高校外语教师专业领导力现状,阐述教师专业领导力的内涵,辨识外语教师专业领导力的发展轨迹,识别教师专业领导力发展的阻碍因素,构建外语教师专业领导力评价模型,为专业领导力发展实践提供可循的路径。
首先,本研究通过对国内外教师领导力理论和教师专业发展理论的文献梳理,定义了教师专业领导力：教师专业领导力是指教师在其教育教学及学术研究过程中,通过其人格魅力、专业权力、专业知识和能力,形成的对学生、其他教师及整个专业领域的影响力。
其次,本研究通过对高校外语教师的深度访谈和对优秀外语教师个人资料的分析,呈现了高校外语教育的多维具体、真实的样态；在对教师专业领导者特质剖析基础上,归纳构建了教师专业领导力的五维模型：人格感召力、教学引领力、学术前瞻力、组织凝聚力和学习成长力；并基于教师专业领导力的五维模型,通过AHP方法构建了高校外语教师专业领导力评价指标体系。
第三,对高校外语教师专业领导力情况问卷调查。16个省市36个城市48所高校的部分外语教师参与了问卷调查,为大学外语教学改革的推进和内涵建设的发展提供了真实可信的参考依据。
调研结果发现,我国高校外语教师的教学引领力和人格感召力较为强势、组织凝聚力和学习成长力相对弱势、学术前瞻力明显不足。教师的个体特征和学校文化特征对教师专业领导力有显著影响。分析表明,传统观念、学校组织文化、教师自我激励不足和领导技能的缺失成为我国高校外语教师专业领导力发展的阻碍因素。
最后,本文提出了发展教师专业领导力的对策和建议：承认教师的专业领导者地位,通过赋权给教师,确认并促进教师对自我专业领导力的认同；强化教师专业领导力的培育和发展氛围,转变传统观念,重塑学校文化,尊崇教师对教学、科研等方面的领导力,激发起每个教师个体所具有的潜在能力,实现专业共享和专业自主发展,发挥教师专业领导者的辐射作用和引领作用。
Higher education, in the era of innovation, is committed with educational reform and quality upgrading. The success of such a reform hinges on the quality of teachers, who are the major force of remodeling school culture and improve school efficiency. In the recent years, the probe into teacher leadership has gained impetus in the scope of educational research at home and abroad. What has featured the probe is that it has been targeted toward teachers in primary and secondary schools, leaving those in the higher education rarely touched, especially the research on the leadership of teachers of particular subjects in the perspective of professional development.
By reviewing past researches and through in-depth interview and questionnaire, this paper elaborates on the definition of teacher leadership, points out the path in which teachers of a foreign language develops their professional leadership, reveals the promoting and barricading forces, build the model of assessment professional leadership of teachers of foreign language, and attempts to find a practical approach to the development of teacher professional leadership.
Firstly, the paper defines teacher professional leadership on the basis of analyzing past researches on teacher leadership and teacher professional leadership development:teacher professional leadership is the influence teachers have on their students, colleagues and the whole profession, through their personal charm, professional power, and professional know-how, in the process of teaching and research.
Secondly, based on the in-depth interview with teachers of foreign language in tertiary schools and analysis of development history of excellent teachers of foreign language, this paper presents the foreign language education in tertiary schools in its multidimensional and real forms; with the understanding of qualities of teacher professional leaders, it models teacher professional leadership in five dimensions: appeal of personality, guidance in teaching, foresight in academia, cohesion in organizing, and growth by learning; a system of assessment of professional leadership of foreign language teachers in higher education is established with the help of AHP methodology.
Thirdly, in order to understand the status-quo of professional leadership of foreign language teachers and provide dependable reference for reform of foreign language teaching in tertiary schools with insights, a second research is also included in this paper:questionnaires about the professional leadership of foreign language teachers that involves teachers in48tertiary schools in16areas in36cities.
The findings show that appeal of personality and guidance in teaching are in strong impetus, while cohesion in organizing, and growth by learning comparatively weak, with foresight in academia particularly arousing concern. Individual qualities and school culture have distinct impact on teacher professional leadership. Traditional stereotypes, organizational culture of schools, and lack of self-motivation have become the barricading forces for the development of professional leadership of foreign language teachers in tertiary schools in China.
Lastly, with the above findings, this paper puts forward advice on how to promote professional leadership of foreign language teachers:teacher leadership should be recognized by empowering the teachers and helping them realize they themselves are professional leaders; teacher professional leadership should be cultivated and enhanced-by way of building a school culture that respects teacher leadership in teaching and research and activating the potentials of individual teachers, with the aim of professional sharing, autonomy in professional development, and making teacher professional leaders spread their positive and guiding influence.
引文
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