新时代中国基础教育校长教学领导力研究的价值与关怀
(1. 遵义师范学院附属实验学校, 遵义 563003, 中国
2. 伊密里欧学院, 马尼拉 1007, 菲律宾)
摘要: 随着中国教育领域的持续深化改革, 校长在学校教学管理中的角色和作用影响受到广泛关注。这一发展既是新时代下对学校教育管理理念的更新, 也体现了中国在新环境下对学校治理的重新思考。本文从基础教育学校一线教育实践者的视角, 阐述了校长教学领导力对提升基础教育学校教学质量的重要性, 分析了校长教学领导力研究的现实价值。在实践中, 校长教学领导力研究可以为校长选拔、培训、评价提供直接参考, 更可以为学校管理决策的中心工作提供思考方向, 对探究教师专业成长和学生素养能力培养的内在机制具有重要意义。关注校长教学领导力及其功能, 是中国对高质量教育发展的时代索求和必然关怀, 并为学校教育生态的治理实践提供更多支持。
关键词: 校长教学领导力, 高质量教育, 教师专业成长, 学生学业成长, 教育治理
DOI: 10.48014/tpcp.20240407001
引用格式: 佘建位, 胡易庚. 新时代中国基础教育校长教学领导力研究的价值与关怀[J]. 中国教育学理论与实践, 2024, 3(4): 184-198.
文章类型: 研究性论文
收稿日期: 2024-04-07
接收日期: 2024-07-28
出版日期: 2024-12-28
1 Introduction
The increasing intricacy of contemporary societal development has escalated the demand for school education to adeptly foster talent equipped to counter potential uncertainties.In response，countries globally are allocating substantial human，material，and financial resources to school education，aiming to elevate the caliber of talent cultivation.Within basic education schools，which represent the fundamental phase of talent development，the focus on teaching as the central function underscores the requirement for specialized professionals in both administrative and instructional capacities.School principals，in their dual role as leaders and administrators，are instrumental in the formation of the school environment[1].Instructional leadership constitutes a critical component of a principal’s overall leadership profile，with a profound influence on the enhancement of a school’s teaching quality，as well as on the professional growth of teachers and the academic accomplishments of students.Empirical evidence has demonstrated that instructional leadership exerts a greater impact on student achievement than other forms of leadership[2].Liu Shengnan’s investigation into learning-oriented principals highlights the unique manner in which principals(as leaders)affect teacher professional growth，distinguishing this role from that observed in other nations[3].It is apparent that principals’ organizational relationships with schools，teachers，students，families，and communities vary across different periods of practice，encompassing a range of complex factors，including personal elements，the school environment，and regional culture.Notably，the principal and their management team assume a crucial role，exerting significant influence.For example，one study showed that instructional leadership had an impact on teacher enthusiasm and differentiated instruction，but this depended on the level of power distance between teachers and principals[4].
In China，the conceptualization and research into ‘principal’s instructional leadership’ commenced at a relatively later stage[5]，with a scarcity of studies delving into the associated influence mechanisms and evidence-based research.Initial inquiries predominantly leaned towards empirical analysis and speculative investigation，fraught with numerous indeterminacies and even instances of principal experience that are ‘intuited rather than articulated’.Such a diversity of factors has contributed to the obscurity surrounding the role and significance of ‘principal’s instructional leadership’ in the progression of school education，including the discrepancies in the understanding of this leadership between principals and teachers[6]，and even some controversies.These differences in cognition and disputes，coupled with the awareness of the principal’s authority in basic education schools，have deflected or obstructed attention and reflection on the principal’s influence in school teaching.
Existing research has partially explored the factors related to the principal’s instructional leadership and teachers，such as the impact of the principal’s instructional leadership on teachers’ professional well-being[4，7-8]，teaching efficacy[9-10]，and professional learning.With the development of an information society and generative artificial intelligence，educational cooperation and communication have become more open，and how the various entities within schools adapt to educational changes in the new era，especially for the transformation of classroom teaching in basic education schools，will face enormous challenges.In some international school teaching quality assessment projects，tests for principals have been added[11-12](e.g.，PISA test:Program for International Student Assessment).The expectation for principals to become “instructional leaders” has become ubiquitous in many parts of the world[13].Based on this，an attempt is made from the perspective of front-line educational practitioners in basic education schools，to analyze the research and value of the principal’s instructional leadership on the basis of existing research discussions.It calls for attention to the central work of school management(teaching)during the new round of compulsory education curriculum reform in China，focusing on the role of the principal’s instructional leadership in the development of high-quality education in the new era in China，and assisting in the professional growth of teachers and the improvement of students’ literacy and ability，providing evidence-based data for exploring and forming the internal mechanisms of the modern governance system of basic education in China.As expanding school autonomy becomes a fundamental theme in global basic education reform[14]，paying attention to the principal’s instructional leadership is of great significance.
2 Research Review
2.1 Study on the Concept of Principal’Instructional Leadership
Instructional leadership originated from the research on effective schools in the 1970s and became a hot topic in school leadership research in the 1980s[15].The UK government’s “Instructional Leadership Framework” for primary and secondary school teachers，released in 2020，includes nine areas of content[16].However，scholars have different conceptual expressions of what constitutes principal instructional leadership based on various perspectives.Dr.Guo Guoyan from Minzu University of China，after sorting and comparing，defines instructional leadership as the enduring influence that the principal exerts on teachers’ instruction，students’ learning，and the construction of the overall school culture，supported by his teaching professional literacy and instructional leadership abilities in the complex context of the school[17].Philip Hallinger’s research，starting from the goal of improving student learning，defines instructional leadership as “school leadership aimed at influencing school and classroom teaching processes”[13].Scholar Han Lifu，based on his thoughts on future schools，categorizes principal instructional leadership into six types[18]，which can be summarized into three major categories:guiding ability，management ability，and emotional ability.It is evident that the concept of “principal instructional leadership” has different definitions due to the varying social environments of different periods and the shifting focus of attention on school educational work.There is ambiguity and uncertainty in understanding the role and significance of the principal’s instructional leadership in the development of school education，and even controversy exists.The practical significance of this controversy is that it prompts people to distinguish between school leaders and managers，and promotes comprehensive reflection and improvement on school teaching activities.Especially the reflection on the relationship between the principal’s work and the school’s teaching work.The value of this controversy also lies in its contribution to discussions on improving the quality of school education，strengthening people’s understanding of the principal’s instructional leadership，and distinguishing it from other types of leadership.This has further driven scholars to study the connotation，role，and interactive influencing factors of the principal’s instructional leadership.
2.2 Dimensional Framework for Investigating the Principal’s Instructional Leadership
Due to differences in the understanding of the connotation of principals’ instructional leadership and research focus，the dimensions of research on principals’ instructional leadership also vary.Based on Rong Jiani’s analysis of existing research，the frameworks of 14 research teams were categorized，and nine main dimensions were extracted[19].The findings are tabulated for further reference.
Table 1 Summary of the dimensions of principals instructional leadership research by different research teams
|
NO. |
Researchers |
Constructing literary goals |
Focus on student learning |
Guiding Curriculum and Instruction |
Promoting Teacher Professional Development |
Creating School Culture |
Promoting Teacher- Student Relationships |
Seeking help from outside the school |
Sharing Leadership |
Accountability |
|
1 |
Hallinger& Murphy(1985) |
√ |
√ |
√ |
√ |
√ |
|
|
|
|
|
2 |
Robinson，Lloyd &Rowe(2008) |
√ |
√ |
√ |
√ |
√ |
|
|
|
|
|
3 |
Goldring，Porter，Murphy，Elliott &Cravens(2009) |
√ |
√ |
√ |
√ |
√ |
|
√ |
|
√ |
|
4 |
Halliger(2011) |
√ |
√ |
√ |
√ |
√ |
|
|
√ |
|
|
5 |
Grissom &Loeb(2011) |
|
√ |
√ |
√ |
√ |
|
√ |
|
√ |
|
6 |
Hitt & Tucker(2016) |
√ |
√ |
√ |
√ |
√ |
|
√ |
√ |
√ |
|
7 |
Zhao Xi，Liu Jing(2010) |
√ |
√ |
√ |
√ |
√ |
√ |
|
|
|
|
8 |
Jiansheng Ma，Janie Wu(2012) |
√ |
√ |
√ |
√ |
√ |
|
|
|
|
|
9 |
Chen Yuexiu(2012) |
√ |
√ |
√ |
√ |
√ |
|
√ |
|
√ |
|
10 |
Zhao Decheng，Song Hongpeng，Su Ruixhong(2014) |
√ |
√ |
√ |
√ |
√ |
√ |
|
|
|
|
11 |
Li Gang(2015) |
√ |
√ |
√ |
√ |
√ |
|
√ |
|
|
|
12 |
Dong Hui，Wen Jianbing，WuGangping(2016) |
√ |
|
√ |
√ |
√ |
|
|
|
|
|
13 |
Qian，Walker&Li(2017) |
√ |
√ |
√ |
√ |
|
√ |
√ |
|
|
|
14 |
Zheng，Li，Chen &Loeb(2017) |
|
√ |
√ |
√ |
√ |
|
√ |
|
√ |
The analysis of the table indicates that “Guiding curriculum and instruction” and “Promoting teacher professional development” are consistently present across various research frameworks on principal’s instructional leadership.While “Building school goals，” “Focusing on student learning，” and “Creating school culture” may be absent or integrated within other dimensions in some frameworks，they remain pivotal aspects of the research.The prominence of the “Seeking external support” dimension in multiple frameworks underscores the widespread recognition of the importance of external factors in the majority of research on principal’s instructional leadership.Irrespective of the specific framework，the principal’s instructional leadership emerges as a critical element of overall leadership，playing a significant role in enhancing teaching quality and influencing the educational environment，both directly and indirectly.In the context of the ongoing compulsory education curriculum reform，prioritizing the study and enhancement of principal’s instructional leadership is conducive to the comprehensive improvement of school quality，teacher professional growth，and student academic achievements.
2.3 Two Different Perspectives
Some scholars believe that the instructional leadership of a principal is the core of their overall leadership and a concentrated reflection of their comprehensive qualities.Instructional leadership is an educational form of leadership，distinct from managerial leadership[20].The instructional leadership of a principal is what fundamentally differentiates their profession from other management roles[21].Such a definition promotes principals’ focus on the instructional work of the school，making it clear that teaching is the central task and encouraging principals to invest more time in it.However，after comparing domestic and international research，Zhang Xinping argues that instructional leadership is not the most important aspect for a principal.In certain social environments，a principal also needs to cultivate and enhance abilities such as communication，resource acquisition，and conflict resolution[22].Managers holding this view spend more time dealing with the school’s external relations，acting as intermediaries[23]，to adapt and coordinate the school with the local “environment.” Scholar Spick，from the perspective of the principal’s role orientation，divides the principal’s work into three roles:manager，educator，and leader[24].But in practical work，it is extremely difficult to play all three roles well simultaneously，as principals are not omnipotent.In most Chinese schools，the current situation shows that principals spend more time on management of administrative services，and less on leading the school’s instructional capabilities，with many principals having no time to focus on specific classrooms.
Within the domain of school administration，a prevalent issue arises where individuals from educational administrative departments，principals，educators，parents，and students often conflate management with leadership.This disparity in the perception and definition of the leadership role introduces challenges into the operational activities of schools and their principals，occasionally resulting in a blurred distinction between managerial and leadership actions.In the evolution of certain schools，the impact of individual principals is notably significant，which accounts for the widespread phenomena of “celebrity principals” and “school choice” in recent times[25-26].The optimal scenario for a principal encompasses both robust leadership and management competencies.Nevertheless，regardless of ongoing debates，the crux of primary education lies in the classroom-the realm of teaching and learning，where effective teacher-student interaction，encompassing both intellectual and emotional dimensions，occurs.It is within these activities that students acquire the necessary education for their academic and personal development.Hence，principals must possess a fundamental capability to effectively fulfill the role of a teaching leader and to enhance their instructional leadership.Although instructional leadership is not the exclusive province of principals nor the core competency for Chinese principals，it is universally acknowledged，much like how leadership is considered the cornerstone of a school’s success[27]，that “instructional leadership” is an essential attribute for principals.This perspective represents a broad consensus.
2.4 Discussion on the Research of Principal’s Instructional Leadership
Why isn’t instructional leadership the exclusive domain of principals，or the core competence for Chinese principals?(This is a topic that sparks debate).As outlined in some research and depicted in Figure 1，a principal’s instructional leadership is just one aspect of overall instructional leadership，which varies depending on the school’s different stakeholders.For instance，alongside a principal’s instructional leadership，there’s also student learning leadership and teacher instructional leadership.This suggests that instructional leadership isn’t solely the principal’s preserve;teachers and students need these skills too.Moreover，instructional leadership is a subset of educational leadership，on par with other concepts like curriculum leadership and informational leadership.It’s clear that instructional leadership is just one component of a principal’s overall leadership.Since schools are organizational structures for educational activities，educational leadership is a specialized form of leadership within the education sector.It’s part of the broader study of leadership and encompasses areas like administrative and organizational leadership.
Fig.1 Location attributes of “principal instructional leadership” in the descriptions of available Chinese literature
The complex interplay and occasional contradictions among these concepts contribute significantly to the richness and expansion of the research domain concerning a principal’s instructional leadership.Given the distinct nature of Chinese thinking，which tends to prioritize speculative and integrative approaches，the emergence and quantitative exploration of the concept of “instructional leadership” were relatively delayed.With the advancement of modern society and the increasing emphasis on comprehensiveness and integration，relying on a single capability is insufficient.Analogous to the limitations imposed by the compartmentalization of academic disciplines，instructional leadership represents only one dimension of a principal’s multifaceted leadership profile.Consequently，it becomes apparent that instructional leadership is neither the exclusive province of the principal nor the central capability for Chinese principals.Nevertheless，for institutions in the realm of basic education，a principal’s instructional leadership remains a pivotal aspect of their overall leadership responsibilities.
3 Evaluating the Importance of Studying a Principal’s Instructional Leadership
The organizational structures and governance practices of schools exert varying degrees of influence.In institutions of fundamental education，principals typically wield significant authority in shaping the schools overarching vision，cultivating an enriching educational ambiance，and making pivotal decisions regarding the curriculum and instructional techniques.Their role is pivotal in establishing a clear direction for the institution，fostering an environment conducive to learning，and ensuring that the educational programs and methodologies are in line with the schools mission and goals.This encompasses the arrangement of professional development opportunities for teachers and the allocation of the school’s internal resources.Consequently，exploring the research on a principal’s instructional leadership necessitates an examination of its theoretical underpinnings and practical implications.Such an exploration is instrumental in comprehending the profound impact that a principal’s governance ideology，strategies，and actions can have on the behaviors of schools，educators，and students across diverse cultural contexts.
3.1 Understanding the Role of a Principal’s Instructional Leadership
Principals continue to symbolize the authoritative presence within educational institutions，and their pedagogical beliefs and actions significantly impact the teaching and learning behaviors of educators and pupils.The theory of leadership advocating the concept of the “great man” postulates that certain individuals are inherently endowed with distinctive characteristics that set them apart as exceptional leaders.This viewpoint recognizes the unique role that such individuals play in shaping the direction and success of organizations and communities.justifying their occupancy of positions of power and authority.Consequently，as leaders designated by higher governmental bodies，principals exemplify through their teaching management practices the standards expected of educators.Furthermore，the attributes and conduct of a principal’s instructional leadership carry an authoritative influence within the school，thereby shaping the pedagogical ideologies and behaviors of faculty，as well as the academic engagement of students.
A principal’s style of instructional leadership and their ability to adapt can significantly influence how teachers teach and students learn.According to Fiedler' s Contingency Theory，effective leadership transcends mere reliance on a leader' s distinctive style.This theory underscores the significance of a leader' s adaptability and flexibility in responding to the dynamics of a given context，thereby emphasizing the interplay between leadership style and situational management.So，a principal’s success as a leader hinges on whether their leadership style fits the specific circumstances.This means someone could be a great leader in one scenario but not so great in another.It’s all about starting with the school’s reality and adjusting management strategies as the school’s environment，conditions，and situations change[28].To boost teaching quality，the principal(and their management team)needs to keep the lines of communication open with teachers and students.They should also set clear goals，outline specific and achievable objectives，and monitor the process in teaching management.This can have a big impact，either positive or negative，on how teachers teach and how students learn.
The principal，teachers，and students are interconnected yet maintain their independence，influencing one another in a dynamic way.Kurt Lewin，a psychologist，adapted the concept of a “magnetic field” from physics to the social sciences，proposing that in a highly differentiated society，the social world is made up of autonomous social micro-worlds.These micro-worlds have their own logic and inevitability，which in turn shape the dynamics of other social “fields.” In the classroom setting，while the principal’s authority and leadership style have a significant impact，there are exceptions.Within the school’s social space，the principal，teachers，and students form a complex network of interrelated social forces and factors.Hence，the principal or management team and teachers are linked through shared objectives，primarily focused on the core activity of the school:teaching.This offers us a practical way to observe and grasp the connection between the principal’s instructional leadership and the school’s functioning.
The distinct personality traits exhibited by principals，teachers，and students can yield varied impacts under consistent conditions.The theory of leadership traits posits that leaders are characterized by unique personality attributes and features，which are instrumental in their successful leadership across diverse scenarios.Consequently，within a single educational institution，the specificinstructional leadership qualities of a principal can exert differing influences on the professional advancement of various teacher profiles.To gain a profound understanding of the effects of a principal’s instructional leadership on educators and pupils，it is imperative to investigate the multifaceted factors influencing the “principal” variable.For example，the ethos of a learning community within a shared destiny not only cultivates an environment conducive to lifelong learning but also establishes a social foundation for the generation of knowledge in the information age.
3.2 Building a Practical Approach to Researching Principal’s Instructional Leadership
In the context of the principal，teachers，and students，instructional leadership represents a leadership paradigm for directing educational activities aimed at student learning.To fulfill these objectives，the principal is responsible for providing teachers with the necessary support and professional development opportunities，offering targeted coaching and guidance to teachers requiring assistance，and implementing strategies(such as motivation and oversight)to facilitate teachers in discovering optimal teaching methodologies and students in identifying effective learning approaches.Drawing on a conceptual understanding and an analysis of practical relationships，the following relational diagram can be utilized to visually represent these dynamics(Figure 2.).
The global interconnectedness of the world underscores the interdependent relationship among principals，students，and teachers，which is integral to the educational ecosystem.The nexus of “curriculum and teaching” serves as the direct conduit for their interaction.Their collective objective is to attain excellence within their respective domains.Consequently，practical explorations can be undertaken to elucidate the influence of the principal’s instructional leadership on the professional advancement of teachers.This relationship is visually represented in Figure 3.
Fig.2 A conceptual framework illustrating the Link between principal’s instructional leadership and school teaching quality
Fig.3 A conceptual diagram illustrating the relationship between principal’s instructional leadership and teacher professional development
4 Research Demand for Principal' s Instructional Leadership
In the context of China’s advancement towards a modern educational system in the new era，particularly with the implementation of the comprehensive reform of educational assessment(2018)and the introduction of the latest curriculum standards(March 2022)，there is an increasing demand for research on various educational concerns，including the principal’s instructional leadership，the professional advancement of teachers，and the development of students’ core competencies.These areas of study have emerged as focal points within the domain of educational research and are also central to governmental initiatives and educational reforms over the past several years.
4.1 The Present Research Imperatives
Right now，China’s education is in the midst of some major reforms and changes.With the country’s evolving society and economy，the focus of education reform has shifted from just growing in size and quantity to aiming for higher quality.Between 2018 and 2020，China rolled out a bunch of new education reform policies，covering everything from laws and systems to standards.These are all about moving from just having schools to attending great ones.[29] It’s the most active period for policy-making since 1949，with a really comprehensive and detailed set of documents.These cover everyone from principals and teachers to students and parents in different levels of education，as well as curriculum and quality standards.These changes are opening up a lot of opportunities(like more investment and attention from the government，which gives principals and teachers more resources for growth)but also bringing challenges(like higher expectations for quality and efficiency，which means principals and teachers need to keep learning and getting better at their jobs).
The evolving landscape of education in China necessitates not only improvements in school education but also a focus on the ongoing professional development and skill enhancement of educators.This has resulted in significant changes in the recruitment and selection processes within schools.It is now a prerequisite for school administrators to complete training that is pertinent to their prospective roles before commencing their duties.Similarly，teachers responsible for delivering the curriculum are required to engage in regular training sessions tailored to their specific subject areas.Concurrently，the advancement of Chinese society has altered the public’s perception of various occupations，including teaching，which is now recognized as one of the many professions within the societal framework.This，along with multiple other factors，is fostering a trend towards the professionalization and vocationalization of the roles of both principals and teachers.The delineation between the leadership and management functions of principals and the technical expertise of teachers is becoming increasingly distinct.While this development facilitates the professionalization and vocationalization of educators，promoting efficient management and training，it may inadvertently compromise the holistic skill development of individuals and either strengthen or weaken the interconnection between these roles.
The impact a principal has on a school’s development can be quite intricate.In China，the principal’s unique position，thanks to the school’s organizational structure and the principal accountability system，often affords them a wider perspective and better access to resources compared to subject teachers.However，the “professional isolation” experienced by teachers，where their focus and abilities are confined to their specific subject matter，lacking awareness of the world beyond their discipline or profession，adds to the complexity.This could mean that the principal’s influence on teachers’ professional development is more immediate and evident.Yet，the advancement of information technology and the shared nature of online resources also present opportunities for teachers to enhance their professional development and learning，making their growth and influencing factors more diverse and intricate.These changes introduce uncertainty，potentially diminishing the principal’s impact on teachers’ professional development，but they could also amplify the principal’s influence on their professional growth.With various factors at play，the extent of a principal’s instructional leadership on teachers’ professional growth may become less clear，more challenging to quantify and understand，or the relationship between the two could become more complex.Therefore，it is important to study the impact of principals‘ instructional leadership on teachers’ professional growth to ensure that this study is as relevant as possible to the school context and that the researchers are able to participate fully in the topic.
4.2 School Practice Research Seeking
The headmaster and teachers，along with their professional learning abilities，are the central force in improving school quality.The core task of school education quality is to enhance the quality of teaching，and the quality of teachers is crucial to students’ learning and achievement[30].It is believed that teacher professional development(PD)is key to school reform and student learning success[31].The headmaster is the comprehensive manager of school work，the central figure in leading school development，and fully responsible for the improvement of school quality.Some studies have also confirmed that principals' instructional leadership has a significant direct impact on the quality of instruction.[32].The central work of the school is teaching，and the main executor of improving teaching quality is the teacher.The level of teaching quality determines the quality level of the school.Therefore，a school with potential for development will have a headmaster(management team)who values teaching and a group of excellent teachers who are skilled in teaching，and they continuously grow in their professional learning process.
The headmaster has a more significant impact on the professional growth and development of young teachers.The headmaster is the comprehensive manager of school work，and “a good headmaster represents a good school.” In the specific practical work of the school，usually the principal has a significant impact on the development of the school，teachers and students.In the process of teachers’ professional development and growth，the headmaster must not only act as the leader，organizer，and supporter of teachers’ professional development but also，along with other school managers，play the roles of guide，model，and practitioner.This requires the headmaster to have excellent instructional leadership to lead the improvement of teachers’ instructional leadership.In particular，the headmaster’s instructional leadership behaviors have a significant impact on the professional growth of young teachers.However，the influence of the headmaster’s instructional leadership on teachers’ participation in professional growth is complex and may vary due to different types of learning activities and different national environments[31]，making it difficult to have a unified and clear model for practical reference.Even in different regions of the same country，or different schools in the same area[33]，there will be different influences.For example，some regions emphasize the development of teacher groups or individual teachers but pay insufficient attention to the development of individual teachers within the group.Nevertheless，it indicates the importance of the headmaster’s influence on school development and teachers’ professional growth，as teachers’ professional growth plays a key role in the improvement of school quality and the academic growth of students.Therefore，in recent years，research hot topics have included the impact of the headmaster(school management team)on teachers and students，as well as the context of leadership practice and methods for cultivating instructional leaders[13].
4.3 Societal Demands for Research
In the context of contemporary era advancement，there is a compelling need for educational institutions to provide education of superior quality.Since the inception of human civilization，the pursuit of effective educational methodologies has been an ongoing objective.This continuous quest has resulted in the enhancement of educational standards，which have progressively evolved and expanded.The specialized division of labor in human socialization and the development of knowledge expertise have played a significant role within a defined period.However，with the increasing complexity of modern society and the rapid pace of social change，there is a growing consensus that society requires individuals with a broad range of competencies.As such，there is an elevated demand for educational quality to effectively mitigate the challenges posed by unforeseen uncertainties.The UNESCO report of 2019 has prompted a reevaluation of the role of knowledge，learning，and education in shaping our future amidst global uncertainty.[34] Consequently，it is imperative and urgent to identify and cultivate exceptional talents for teaching roles in educational institutions，ensuring the provision of quality education to develop the diverse skill sets that society necessitates.
High-quality education hinges on a school’s robust teaching management and research capabilities.Current studies on educational leadership primarily focus on management and pedagogical perspectives，both of which are practically significant for guiding school teaching.However，schools emphasizing technical expertise should ideally bolster research on educational leadership from a pedagogical standpoint for long-term benefits.[35] To effectively address existing and potential future challenges in education and its development，it’s crucial for people globally to unite，share experiences，and collaboratively seek solutions.With the growing comprehensiveness and openness in international educational cooperation and exchange，the question arises:How are the various entities within the education sector adapting to and managing the educational transformations in this new environment? This presents a significant challenge.In an era where there’s a heightened focus and anticipation for “education，” numerous countries have prioritized enhancing education quality as a central theme in educational reform and development.They’ve strengthened national and regional oversight of school teaching quality，as exemplified by PISA tests.Additionally，they’ve developed short-term and long-term educational development plans and conducted research on school management and teaching practices，acknowledging the vital roles of principals and teachers in uplifting school quality.
5 Conclusion
5.1 The exploration of principals' instructional leadership in China' s educational context is crucial.
Amidst the ongoing advancements in China’s educational reform，the significance of principals’ instructional leadership cannot be overstated.As a critical determinant in elevating the caliber of educational instruction and delivery，it stands as a cornerstone in the pursuit of high-quality educational outcomes.The exploration of this domain not only facilitates a profound comprehension of the principal’s role within the academic environment and their influence on the professional development of educators but also serves to augment the theoretical substratum of educational leadership.Moreover，it offers a robust framework for formulating a congruent theory and practice of instructional leadership that resonates with China’s distinct educational milieu.Such research is indispensable for the discerning selection，cultivation，and assessment of principals，as well as for the informed governance of educational institutions，thereby underpinning the enduring advancement of the nation’s foundational education.
5.2 provides an in-depth analysis of the correlation between principals’ instructional lead ership and the professional advancement of educators
As pivotal figures in educational institutions，principals exert a considerable influence on the professional development of their teaching staff.Investigating this relationship not only uncovers the intrinsic dynamics of how instructional leadership fosters teacher growth but also offers essential guidance and practical considerations for enhancing the professional competencies of educators.Additionally，examining this nexus can contribute to the refinement of internal school governance structures and the advancement of educational equity and overall educational quality.As illustrated by the empirical research of Zhong Yongwei and colleagues，instructional leadership can impact teachers’ capacity for differentiated instruction through three identified pathways.[36]
5.3 Strengthening research on principals’instructional leadership oriented towards educational practice.
emphasizes the necessity of intensifying research on principals’ instructional leadership，with a focus on practical application in education.To effectively cater to the needs of educational practice，it is imperative to augment the depth of research through interdisciplinary and multifaceted empirical investigations.Simultaneously，while enhancing international collaboration and drawing upon global expertise，it is essential to concentrate on localized quantitative research.This should be complemented by the development of a structured operational framework for instructional leadership，tailored to meet the specific requirements of school teaching.Additionally，the research should address the variations in instructional leadership across diverse school types and among teachers of different disciplines，thereby providing a more nuanced and precise foundation for educational decision-making.
How to carry out quality education is a goal that people have been striving for.With the deepening reform of education in China，the role and function of principals in school management have undergone a transformation.This change reflects the renewal of educational concepts and the reflection on the school education management model by practice.The role of principals has gradually shifted from a single administrative manager to a leader，educator，and innovator in the school.Principals need to demonstrate diverse leadership in leadership practice according to the situation and tasks[37]，which not only requires principals to have rich management experience but also requires the school to have advanced educational concepts and innovative spirit.In particular，it has a strong leadership role in teaching，using new quality and development concepts to promote real changes in school classroom teaching.The research results of principal' s instructional leadership will provide a basis for the selection，training，evaluation of principals，and school management decision-making，providing strong support for the sustainable development of the countrys education.Through localized “principal leadership” and “principal instructional leadership” “empirical” research[38]，to better adapt to the needs of high-quality education reform，leading basic education schools towards a better future.
Conflict of interest:The authors declare no conflict of interest.
[12] *通讯作者 Corresponding author:HU Yigeng，68250325@qq.com
收稿日期:2024-04-07; 录用日期:2024-07-28; 发表日期:2024-12-28
Funding:Guizhou Provincial Education Science Planning Project:Practical Research on Home-school Collaborative Parenting Mode in the Context of‘Double Reduction’(Project No.2022B070)
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The Value and Solicitude of Principal Instructional Leadership Research in Basic Education Schools in the New Era
(1. Experimental school affiliated to Zunyi Normal College, Zunyi 563003, China
2. Graduate school, Emilio Aguinaldo College, Manila 1007, Philippines)
Abstract: In the context of China’s ongoing and intensive educational reforms, the role and impact of principals in the management of school instruction have garnered significant interest. This development represents both an evolution in the conceptualization of school educational management for the modern era and a strategic reevaluation of school governance within the new environmental parameters. This article presents insights from the perspective of basic educational practitioners, emphasizing the criticality of principals’ instructional leadership in enhancing the quality of education in basic education schools. It also conducts an analysis of the practical value of research focused on principals’ instructional leadership. In an applied context, such research can serve as a direct resource for the selection, training, and evaluation of principals. Furthermore, it provides a directional framework for the central decision-making processes in school management, significantly contributing to the exploration of the intrinsic mechanisms facilitating teachers’ professional advancement and students’ competency development. The emphasis on principals’ instructional leadership aligns with China’s contemporary pursuit of high-quality educational development, thereby offering substantial support for the governance practices within the school education ecosystem.
Keywords: Principals’ Instructional Leadership, High-Quality Education, Teacher Professional Development, Student Academic Progress, Educational Governance
DOI: 10.48014/tpcp.20240407001
Citation: SHE Jianwei, HU Yigeng. The value and solicitude of principal instructional leadership research in basic education schools in the new era[J]. Theory and Practice of Chinese Pedagogy, 2024, 3(4): 184-198.