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題 名 | The Research of the Leadership Style of the Classroom for the Teacher-Leader in Junior Colleges=專科學校老師教室領導模式之研究 |
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作 者 | 陳弘志; | 書刊名 | 大漢學報 |
卷 期 | 12 1998.11[民87.11] |
頁 次 | 頁449-461 |
分類號 | 522.2 |
關鍵詞 | 專科學校; 老師; 教室領導模式; |
語 文 | 英文(English) |
中文摘要 | 假設教師為教室暫時之領導者,其領導模式應為何呢﹖四十年代研究領導學 (Leadership)之學者為特質學派,渠等認為具備有某些特質的人,才可能成為成功之領 導者。五十年代之行為學派係考慮領導行為才是決定領導者成功之變數。六十年代起。 情境學派則細想情境變數決定領導者採用何種有效之領導行為。在諸理論中,作者綜合 Hersey與Blanchard情境理論和特質論,並以教室管理之觀點作研析。最後決定採用輔 導式教室領導模式。事實上,決有一致之領導模式,此研究僅供其它老師參攷。 |
英文摘要 | The teacher-leader's role is to create conditions conducive to learning. Supposing the teacher is the temporal head of the classroom family, what leadership style of the classroom for the teacher-leader in junior colleges should I utilize ﹖ The early trait approach attributes the success of outstanding leaders to their possession of extraordinary abilities. The behavior approach emphasized what leaders do instead of their traits or source power. While Theories X, Y, and Z are talking about human nature, the situational approach emphasizes the importance of situational variable. I will take Hersery & Blanchard's situational approach as a framework to examine the leadership style of the classroom for the teacher-leader and work out one leadership style that I should exercise to improve my teaching in the future. Then I will stick to it as anthropologists do in their researches for two semesters and observe how effective it will be. |
本系統中英文摘要資訊取自各篇刊載內容。