A case study of implementing moral leadership in junior high school

• Main Authors: Yi-Lien He, 何依蓮
• Other Authors: Chi-Wen Fan
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/83867260605086543835

碩士 === 國立東華大學 === 教育行政與管理學系 === 101 === This paper discusses how junior high school teachers applied moral leadership to classroom management. In order to grasp the abundant information and real-life experience, a junior high school teacher was selected for my case study. The conclusions of this paper are listed below. 1. The theories of moral leadership, which the case study teacher applied to her classroom management, included the sharing of the joy of learning and the passing down of love and caring. Meanwhile, the case study teacher promoted moral education through teaching students how to respect and form positive learning attitude. In a word, the case study teacher played multiple roles to lead the students. 2. There are six principles of moral leadership the case study teacher used : To set clear and definite class rules, to set a good example with one’s own conduct, to carry out justice by impatially dispensing reward and punishment, to arouse students’ problem-solving ability by using moral choices as impulses, to build up a warm and caring atmosphere to caltivate interpersonal relationship, to establish earnest and concentration in study, and to keep the environment clean. 3. The specific practices of moral leadership are：to nurture responsible class leaders, to carry out explicit rules of reward and punishment, to establish trust and care through individual dialogue, to emphasize on good learning attitude, and to foster students’ team chemistry and their sense of honor. 4. The difficulties that moal leadership faced include：the emphasis on academic competitiveness that affected the practice of moral education, the parents’ demands of persistent testing that affected the normalization of education, and the low-motivated students that became another source of stress for their homeroom teachers. 5. The outcomes of moral leadership included：the close friendship between classmates in a class of self-discipline and respect. In conclusion, based on former records and the result of this research, this paper gives suggestions to schools, institutions of educational administration and future researches as references.