Research on the Mechanism of Principal Curriculum Leadership Components in Primary and Secondary Schools: An Empirical Study Based on PLS-SEM
Online published: 2022-03-01
校长课程领导力是学校课程发展、教师专业发展与学生素养提升的重要保障。基于校长课程领导力的概念解读与维度分解,研究探讨了校长课程领导力的构成要素以及作用机制。以中小学校长为调研对象,采用描述性统计、PLS-SEM分别进行现状分析与模型检验,探究校长课程意识等对课程领导效能的关系。研究发现:中小学校长的课程规划与管理能力较强,课程意识与课程评估能力则较为薄弱;校长课程管理能力与课程评估能力直接影响课程领导效能,而校长的课程意识会经由六条中介作用路径正向影响课程领导效能。基于以上研究结果,提出了注重校长课程领导力培训的科学精准、加强对校长课程领导情智要素的实证研究、构建基于叙事的校长课程领导力提升机制的建议。
吕立杰 , 丁奕然 . 中小学校长课程领导力构成要素及作用机制研究——基于PLS-SEM的实证研究[J]. 华东师范大学学报(教育科学版), 2022 , 40(3) : 20 -29 . DOI: 10.16382/j.cnki.1000-5560.2022.03.003
Principal curriculum leadership is an important guarantee for school curriculum development, teachers’ professional development and students’ quality improvement. Based on the concept interpretation and dimension decomposition of principal's curriculum leadership, this study discusses the constituent elements and mechanism of principal curriculum leadership. Taking principals of primary and secondary schools as the research objects, descriptive statistics and PLS-SEM were used to analyze the status quo and model test, respectively, to explore the relationship between principals’ curriculum awareness and curriculum leadership effectiveness. The results show that principals of primary and secondary schools have strong ability of curriculum planning and management, but weak ability of curriculum awareness and curriculum assessment. Principals’ curriculum management ability and curriculum assessment ability have a direct impact on curriculum leadership effectiveness, while principals’ curriculum awareness has a positive impact on curriculum leadership effectiveness through six mediation pathways (including four chain mediation roles). Based on the above research results, suggestions are put forward to pay attention to the scientific and accurate training of principals’ curriculum leadership, strengthen the empirical research on the emotional and intellectual elements of principals’ curriculum leadership, and build a narration-based mechanism for improving principals’ curriculum leadership.
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