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
赵晓伟, 邵宏宇, 沈书生
出版日期:
2022-04-01
发布日期:
2022-03-29
基金资助:
Xiaowei Zhao, Hongyu Shao, Shusheng Shen
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。
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.
表 2
不同适应类型校长的基本信息"
基本信息 | 第Ⅰ类 | 第Ⅱ类 | 第Ⅲ类 | 第Ⅳ类 | ||||||||
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 | |||
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 | |||
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 | |||
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 |
表 4
响应阶段不同适应类型校长的行为多样性比较"
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*** |
表 5
调整阶段不同适应类型校长的行为多样性比较"
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*** |
表 6
四类校长不同阶段在线教学领导行为特征"
校长类型 | 预防阶段 | 响应阶段 | 调整阶段 | 恢复阶段 | 总特征 |
第Ⅰ类 | 技术临时教学 | 规避已知风险 | 战略性防御, 维持恢复组织功能 | 满意度最低, 期望回归常态 | 临机应变, 自身固有认知经验的束缚 |
第Ⅱ类 | 技术补充教学 | 关注师生体验 | 动态性调整, 重新调配内外资源 | 满意度较低, 但又充满期待 | 顺时而变, 在线教学理性认识的觉醒 |
第Ⅲ类 | 技术促进教学 | 完善组织方案 | 稳步性推进, 提供在线学习支持 | 满意度较高, 较为摇摆纠结 | 应机权变, 积极转变与回归常态的矛盾 |
第Ⅳ类 | 技术优化教学 | 追求最大效能 | 科学性监测, 持续改进教学方案 | 满意度最高, 愿意创新变革 | 主动求变, 理性认同与专业自觉的统一 |
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