CAJ | 학술논문

义务教育阶段中小学校长教学领导力胜任特征模型包括“明确与交流目标”、“指导教学”、“监控学习进展”、“激励教师”、“促进教师成长”和“激励学生”等6个维度。基于新模型对3075名来自多个地市119所义务教育阶段中小学的教师进行测评发现，中小学校长的教学领导力胜任特征整体表现良好；优势主要体现在“激励学生”、“指导教学”和“明确与交流目标”等维度，劣势主要体现在“学习进展监控”维度；小学校长的表现明显好于初中校长。
의무교육계단중소학교장교학령도력성임특정모형포괄“명학여교류목표”、“지도교학”、“감공학습진전”、“격려교사”、“촉진교사성장”화“격려학생”등6개유도。기우신모형대3075명래자다개지시119소의무교육계단중소학적교사진행측평발현，중소학교장적교학령도력성임특정정체표현량호；우세주요체현재“격려학생”、“지도교학”화“명학여교류목표”등유도，열세주요체현재“학습진전감공”유도；소학교장적표현명현호우초중교장。
The competence model of instructional leadership of principals in the compulsory schools consists of six dimensions, namely, ＂being clear and communicating goals＂, ＂supervising instruction＂, ＂monitoring learning progress＂, ＂providing incentives for teaching＂, ＂promoting professional development＂, and ＂providing incentives for learning＂. Based on the evaluation on 3 075 teachers from 119 compulsory schools by the new model, it is found out that the principals in compulsory schools perform well in general. In particular, they do well in the dimensions of ＂providing incentives for learning＂, ＂supervising instruction＂ and ＂being clear and communicating goals＂, while the performance in ＂monitoring learuing progress＂ still need to be imprived. Moreover, the performance of principals in primary schools is significantly better than their counterparts in junior middle schools.