华东师范大学学报(教育科学版) ›› 2022, Vol. 40 ›› Issue (4): 61-76.doi: 10.16382/j.cnki.1000-5560.2022.04.005

• 专题:在线教育 • 上一篇    下一篇

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

赵晓伟, 邵宏宇, 沈书生   

  1. 南京师范大学教育科学学院, 南京210097
  • 出版日期:2022-04-01 发布日期:2022-03-29
  • 基金资助:
    国家社会科学基金“十三五”规划教育学一般课题“适应性学习空间支持下的学习范式研究”(BCA190081);江苏省研究生科研与实践创新计划项目“教师数据驱动教学能力提升路径研究”(KYCX21_1240)

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

Xiaowei Zhao, Hongyu Shao, Shusheng Shen   

  1. School of Education Science, Nanjing Normal University, Nanjing 210097, China
  • Online:2022-04-01 Published:2022-03-29

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