CAJ | 학술논문

校长对学校的发展具有举足轻重的影响。在传统教学环境下，教学领导力被认为是校长领导力的核心。进入信息时代，越来越多的研究关注校长信息化领导力。然而，已有关于教学领导力的研究及测评指标却很少考虑信息化对教育产生的革命性影响；已有关于校长信息化领导力的研究虽然考虑了信息化对“课程与教学”的影响，但对其内涵的理解还有待深化。教学领导力与信息化领导力在信息技术与教学的深度融合阶段，具有了新的内涵。校长信息化教学领导力是指学校校长影响和引导其领域范围内的教师有效开展信息化教学，持续实现信息时代学校教学发展目标的特定能力。它是校长领导力的下位概念，也是教学领导力和信息化领导力的下位概念。它是一种能力，也是一种过程；由于校长身份的特殊性，它又呈现出个人品质和工作权力的双重性质。校长信息化教学领导力包括核心能力、关键环节、价值理念、综合保障等四个要素。其中，核心能力和关键环节是校长信息化教学领导力的主要内容，而与个人相关的价值理念和与组织相关的综合保障，共同构成了校长信息化教学领导力实现的基础。这一体系受到学校所处社会环境（包括区域环境）的支持和制约。
교장대학교적발전구유거족경중적영향。재전통교학배경하，교학령도력피인위시교장령도력적핵심。진입신식시대，월래월다적연구관주교장신식화령도력。연이，이유관우교학령도력적연구급측평지표각흔소고필신식화대교육산생적혁명성영향；이유관우교장신식화령도력적연구수연고필료신식화대“과정여교학”적영향，단대기내함적리해환유대심화。교학령도력여신식화령도력재신식기술여교학적심도융합계단，구유료신적내함。교장신식화교학령도력시지학교교장영향화인도기영역범위내적교사유효개전신식화교학，지속실현신식시대학교교학발전목표적특정능력。타시교장령도력적하위개념，야시교학령도력화신식화령도력적하위개념。타시일충능력，야시일충과정；유우교장신빈적특수성，타우정현출개인품질화공작권력적쌍중성질。교장신식화교학령도력포괄핵심능력、관건배절、개치이념、종합보장등사개요소。기중，핵심능력화관건배절시교장신식화교학령도력적주요내용，이여개인상관적개치이념화여조직상관적종합보장，공동구성료교장신식화교학령도력실현적기출。저일체계수도학교소처사회배경（포괄구역배경）적지지화제약。
Principals have a significant impact on the development of the schools. In the traditional instructional environment, the instructional leadership was considered to be the core of principal leadership, while in the information age, more and more research focus on the principal ICT leadership. However, the existing research and evaluation indicators on instructional leadership rarely considered the information technology's revolutionary impact on education. Although the existing research on the principal ICT leadership considered the impact of information technology on"curriculum and teaching", the understanding of its connotation needs to be deeply explored. In the deepening integration stage of ICT and teaching, instructional leadership and ICT leadership should have a new connotation. Principal ICT-based instructional leadership refers to the special ability of the principal to influence and lead teachers to carry out effective informational teaching in order to sustainably achieve the development goals of a school in information age. It is a lower concept of principal leadership, instructional leadership, and ICT leadership. It is not only ability, but also a process. Its special identity shows a dual nature: personal qualities and work power. Furthermore, principal ICT-based instructional leadership consists of four elements, including core competencies, key procedure, values and belief, and comprehensive protection. Core competencies and key procedure are the main content of the principal ICT-based instructional leadership. Both the values and belief associated with individuals and the comprehensive protection related to the organization, construct the basis of principal ICT-based instructional leadership. The whole system is supported and restricted by its social environment (including regional environment).