对在职教师而言，校长的道德领导力对其自身专业学习具有重要意义。在学校专业学习共同体中，校长的道德领导行为影响教师的学习动机，学习过程等。本研究基于校长道德领导理论，对不同学校校长道德领导力维度与实现方式，校长道德领导对教师专业学习影响开展分析，探究校长作为学校领导如何指导教师开展专业学习，校长实现道德领导的主要途径、方式为何，以及如何对教师的专业学习产生影响。本研究主要问题包括：

我国小学校长的道德领导力在实践中表现在哪些方面？

校长道德领导如何对教师学习产生影响？

本研究采用质性研究取向，选取B市六所小学案例，通过收集学校校长，中高层领导，骨干教师，新手教师访谈资料，根据道德领导理论框架分析资料内容。

研究发现，第一，校长的道德领导力分别体现在四个方面，包括树立并传递共同价值愿景，作为“德才兼备”专家实现道德领导，领导学校文化建设，实现学校人际领导。校长首先通过树立并传递共同价值愿景的方式实现道德领导，在这个过程中，校长需要形成、秉持、传播一致的、将教师专业发展问题置于核心的价值愿景，关注教师个体价值追求，通过象征领导为学校共同体中的共同价值愿景赋予道德意义。之后，校长作为专家教师“德才兼备”，通过教学领导与教研领导实现道德领导。此外，校长在共同价值愿景基础上营造学校文化氛围，实现学校文化建设，并通过妥善处理家校矛盾等人际关系领导方式实现道德领导。

第二，校长道德领导对教师专业学习的学习动机，学习方向，学习榜样树立，学习挑战应对等方面产生影响。校长作为家长促进教师学习动机提高，作为教学专家引领教师学习方向，作为学习者成为教师专业学习榜样，作为管家，帮助教师应对以疫情为代表的重大学习挑战。

For in-service teachers, the moral leadership of principals is of great significance for their own professional learning. In the school professional learning community, the moral leadership behavior of principals affects teachers' learning motivation, learning process, and so on. This study is based on the theory of moral leadership by principals. It analyzes the dimensions and implementation methods of moral leadership by principals in different schools, as well as the impact of moral leadership by principals on teachers' professional learning. It explores how principals, as school leaders, guide teachers to carry out professional learning, what are the main ways and means for principals to achieve moral leadership, and how it affects teachers' professional learning. The main issues of this study include:

In what aspects can the moral leadership of primary school principals in China be achieved in practice?

How does the principals' moral leadership have an impact on teacher learning?

This study adopts a qualitative research approach and selects six primary school cases in B city. By collecting interview data from school principals, middle and senior leaders, backbone teachers, and novice teachers, the content of the data is analyzed based on the theoretical framework of moral leadership.

Research has found that firstly, the moral leadership of principals is reflected in four aspects, including establishing and conveying a shared value vision, achieving moral leadership as an "expert with both moral and talent", leading the construction of school culture, and achieving interpersonal leadership in schools. The principal first achieves moral leadership by establishing and conveying a shared value vision. In this process, the principal needs to form, uphold, and disseminate a consistent value vision that places teacher professional development issues at the core, pays attention to the individual value pursuit of teachers, and endows moral significance to the shared value vision in the school community through symbolic leadership. Afterwards, the principal, as an expert teacher, achieved moral leadership through both teaching and research leadership. In addition, the principal creates a school cultural atmosphere based on a shared value vision, achieves school cultural construction, and achieves moral leadership through proper handling of interpersonal relationships such as family school conflicts.

Secondly, the moral leadership of principals has an impact on the learning motivation, direction, role models, and response to learning challenges of teachers' professional learning. The principal, as a parent, promotes the improvement of teachers' learning motivation, guides their learning direction as a teaching expert, becomes a professional learning role model for teachers as learners, and helps teachers cope with major learning challenges represented by the epidemic as a butler.