从应对危机到适应变化：不同类型校长在线教学领导行为特征分析——江苏省中小学在线教学调查研究报告之四

doi:10.16382/j.cnki.1000-5560.2022.04.005

摘要/Abstract

摘要：

科学评估疫情期间校长在线教学领导行为，对正确衡量校长在线教学适应性，并据此判断学校未来教学采用的主要模式，具有重要现实意义。本研究依据时间线审查了适应过程中不同类型校长在线教学领导行为变化，以江苏省教育厅委托的大规模中小学在线教学调查为基础，对3668份中小学校长的有效问卷进行了描述性统计分析、卡方检验和单因素方差分析，并辅之以17位校长的访谈资料分析。研究发现，不同类型校长的在线教学领导行为表现出一定的共性特征，适应性呈现出应变力增长、持续性稳定或缩减趋势。研究根据差异性特征刻画了临机应变、顺时而变、应机权变和主动求变四种类型的校长，进一步提出不同类型校长的提升策略，分别为超越路径依赖促进认知进化、获取有效知识扩展机会空间、注重反思学习创造协同效应、立足行动研究建立未来视野。

关键词: 在线教学, 领导行为, 适应性, 教学领导力

Abstract:

It is of great significance to scientifically evaluate the online teaching leadership behavior of principals during the epidemic period, correctly measure the adaptation and sustainability of online teaching, and judge the main teaching modes adopted by schools in the future. According to the time line, this study examines the changes of online teaching leadership behavior of different principals. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. We collect 3,668 valid questionnaires from primary and secondary school principals, and conduct descriptive statistical analysis, Chi square test and one-way ANOVA, supplemented by interviews with 17 principals. The results show that different principals’ online teaching leadership behaviors show common characteristics, and the adaptation shows a trend of increasing assimilation level and stabilizing or reducing sustainable willingness. Then, according to the characteristics of differences, the study depicts four types of principals, namely, the temporary change of opportunity, the change of time, the adaptation to circumstances and the change of initiative. Finally, the study puts forward the promotion strategies that are consistent with different principals, namely, transcending path dependence to promote cognitive evolution, acquiring effective knowledge to expand opportunity space, focusing on reflective learning to create synergy, and establishing future vision based on action research.

Key words: online teaching, leadership behavior, adaptation, instructional leadership

赵晓伟, 邵宏宇, 沈书生. 从应对危机到适应变化：不同类型校长在线教学领导行为特征分析——江苏省中小学在线教学调查研究报告之四[J]. 华东师范大学学报(教育科学版), 2022, 40(4): 61-76.

Xiaowei Zhao, Hongyu Shao, Shusheng Shen. From Coping to Adaptation: Analysis of the Characteristics of Different Principals’ Online Teaching Leadership Behavior: Investigation and Research Report IV on Online Teaching in Primary and Secondary Schools in Jiangsu Province[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(4): 61-76.

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量表	题数	结构效度						Cronbach’s alpha
量表	题数	GFI	AGFI	TLI	CFI	RMSEA	SRMR	Cronbach’s alpha
适应性情况	4	0.986	0.931	0.868	0.956	0.097	0.0459	0.703
在线教学满意度	12	0.914	0.868	0.916	0.937	0.096	0.0589	0.882

基本信息		第Ⅰ类		第Ⅱ类		第Ⅲ类		第Ⅳ类
基本信息		人数	比例(%)	人数	比例(%)	人数	比例(%)	人数	比例(%)
性别	男	1687	79.4	115	78.2	819	68.1	143	73.7
性别	女	437	20.6	32	21.8	384	31.9	51	26.3
年龄	35岁及以下	27	1.3	10	6.8	23	1.9	14	7.2
	36-45岁	850	40.0	51	34.7	497	41.3	61	31.5
	46-55岁	1208	56.9	82	55.8	642	53.4	112	57.7
	56岁及以上	39	1.8	4	2.7	41	3.4	7	3.6
职称	初级	29	1.4	10	6.8	30	2.5	16	8.2
	中级	590	27.8	54	36.7	358	29.8	67	34.5
	副高级	1485	69.9	80	54.4	798	66.3	107	55.2
	正高级	20	0.9	3	2.1	17	1.4	4	2.1
任职时长	0-3年	553	26.0	40	27.2	378	31.4	49	25.2
	4-6年	475	22.4	28	19.0	253	21.0	44	22.7
	7-9年	298	14.0	22	15.0	149	12.4	26	13.4
	10年及以上	798	37.6	57	38.8	423	35.2	75	38.7
办学性质	公办	2078	97.8	139	94.6	1167	97.0	180	92.8
办学性质	民办	46	2.2	8	5.4	36	3.0	14	7.2
所在位置	市、县	855	40.3	49	33.3	631	52.5	94	48.5
所在位置	乡、村	1269	59.7	98	66.7	572	47.5	100	51.5
学段	小学	1279	60.2	95	64.6	845	70.3	132	68.0
	初中	736	34.7	44	29.9	283	23.5	50	25.8
	高中	109	5.1	8	5.5	75	6.2	12	6.2
总计		2124	100	147	100	1203	100	194	100
示例(访谈)		4-R7M、5-R6V、 6-D5M、7-D5V		1-R9M、2-R2M 14-D2V、17-D2V		9-D3V、11-D18M		13-D17S、15-D4V 16-D4V

项目	校长类型	均值±标准差	多重比较	F
疫情前在线教学开展情况	第Ⅰ类	2.38±1.14	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ	183.309^***
	第Ⅱ类	2.88±1.17	Ⅱ-Ⅰ/Ⅱ-Ⅲ/Ⅱ-Ⅳ
	第Ⅲ类	3.14±1.30	Ⅲ-Ⅰ/Ⅲ-Ⅱ/Ⅲ-Ⅳ
	第Ⅳ类	3.59±1.18	Ⅳ-Ⅰ/Ⅳ-Ⅱ/Ⅳ-Ⅲ

响应阶段行为多样性	均值	第Ⅰ类	第Ⅱ类	第Ⅲ类	第Ⅳ类	多重比较	F
规划组织方案	3.80±1.19	3.62±1.21	3.68±1.22	3.97±1.13	3.87±1.25	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅲ/Ⅱ-Ⅳ	22.698^***
应用学习平台	2.35±1.03	2.19±0.97	2.39±1.06	2.40±1.05	2.61±1.05	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅳ/Ⅲ-Ⅳ	23.491^***
帮助教师适应	2.93±1.07	2.68±1.02	3.03±1.14	3.02±1.05	3.30±1.07	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅳ/Ⅲ-Ⅳ	53.300^***
提供支持保障	2.23±1.36	2.25±1.30	2.63±1.25	2.08±1.39	2.41±1.40	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅲ/Ⅱ-Ⅳ/ Ⅲ-Ⅳ	16.230^***
组织在线教学	2.84±1.18	2.67±1.12	3.01±1.24	2.87±1.18	3.16±1.25	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅲ-Ⅳ	24.807^***

调整阶段行为多样性	均值	第Ⅰ类	第Ⅱ类	第Ⅲ类	第Ⅳ类	多重比较	F
督导在线学习	2.80±1.09	2.53±1.05	2.90±1.04	2.89±1.07	3.19±1.10	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅳ/Ⅲ-Ⅳ	56.256***
组织教师教研	2.88±1.26	2.56±1.19	3.13±1.23	2.95±1.24	3.44±1.25	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅲ/Ⅱ-Ⅳ/Ⅲ-Ⅳ	72.638***
运维学习平台	2.48±1.06	2.30±1.00	2.75±1.08	2.50±1.05	2.79±1.13	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅲ/Ⅲ-Ⅳ	34.002***
规避潜在风险	3.94±1.07	3.72±1.10	3.92±1.15	4.08±0.99	4.12±1.05	Ⅰ-Ⅱ/Ⅰ-Ⅲ/Ⅰ-Ⅳ/Ⅱ-Ⅲ/Ⅱ-Ⅳ	35.077***