学校校长对数字化转型的观点和领导风格:一项Q-方法研究
Peili Yuan1, Xinshen Chen1, Huan Song1
1Center for Teacher Education Research, Beijing Normal University, Beijing 100875, China.
Behavioral sciences (Basel, Switzerland)
|February 27, 2026
概括
中国K-12校长在导航生成AI (GenAI) 和学校数字化转型方面表现出多样化的领导风格. 他们的方法受到文化价值观,治理和家长期望的影响,影响AI整合策略.
科学领域:
- 教育领导力 教育领导力
- 教育中的人工智能
- 数字化转型 数字化转型
背景情况:
- 生成型人工智能 (GenAI) 正在加速学校的数字化转型,需要对领导角色的理解.
- 校长在GenAI中领导数字化转型的观点未被充分探索,尤其是在中国独特的教育环境中.
研究的目的:
- 确定中国K-12校长在GenAI时代对学校数字化转型的看法和领导风格.
- 分析文化和结构因素如何影响校长在人工智能支持的教育中的领导力.
主要方法:
- 使用Q方法来检查校长的观点.
- 分析了30项Q组与中国23名K-12校长的P样本.
主要成果:
- 出现了四种不同的领导类型:谨慎的观察 - - 技术守门,温和的野心 - - 文化变革,温和的野心 - - 情感赋权和高抱负 - - 战略驱动.
- 校长们对GenAI的态度从谨慎到积极拥抱不等.
- 家的价值观,治理的灵活性,父母的期望和资源限制塑造了领导力和对关系的依赖 (guanxi).
结论:
- 在人工智能驱动的数字化转型中,主要的领导风格是多样化和文化嵌入式的.
- 有效的AI整合需要根据当地环境和主管领导考虑量身定制的策略.
- 调查结果为决策者和学校领导人提供了洞察力,以在全球范围内推进教育中的AI.
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