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实现学校的可持续发展,是当今我国教育发展改革赋予校长基本的办学使命。影响学校可持续发展的因素很多,但学校管理者进行学校管理创新的能力乃是学校可持续发展不可或缺的主观因素。要进行管理创新,首先需要的就是学校管理者对其内隐的学校管理意识进行革命,通过变换自己的思维方式和思维视角,来发现学校在竞争的环境下生存与发展的机 相似文献
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校长管理意识是对学校管理活动自觉能动反映所形成的逐步稳定化了的思维方式和意志品质。校长的一切管理行为都受管理意识的支配。许多校长的实践证明,正确而稳定的管理意识,是促成校长正确决策、规范校长管理行为、优化学校管理过程、提高学校管理效率的重要保证。 相似文献
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校长管理意识是对学校管理活动自觉能动反映所形成的逐步稳定化了的思维方式和意志品质。校长的一切管理行为都受管理意识的支配。许多校长的实践证明,正确而稳定的管理意识,是促成校长正确决策、规范校长管理行为、优化学校管理过程、提高学校管理效率的重要保证。 相似文献
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江月孙 《广东教育学院学报》1999,(6)
学校管理创新是时代的要求,是管理的动态性的要求,也是学校改革发展的要求。学校管理创新的目标是要创造一种有效整合学校资源,提高学校管理水平的新范式,包括经营思路、组织机构、管理方法、管理模式、管理制度等等。学校管理创新对校长提出了新的、更高的要求。 相似文献
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不断创新,促进发展,是学校管理的永恒课题,唯有如此,才能适应教育事业发展的需要。新时期的校长要以最佳精神状态面对创新管理。一、创新学校管理,必须提高校长素质教育家陶行知先生说：＂校长是一个学校的灵魂,要想评论一个学校,先要评论它的校长。＂提升管理水平,提高教育教学质量,校长可从以下几方面提高自身素质。 相似文献
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鲁秀清 《赤峰学院学报(自然科学版)》2010,26(11):146-147
在改革开放和现代化市场经济发展的大潮下,创新已成为一个热门话题.学校教育中要实现这个目标,管理的创新是一个必不可少的条件.它呼唤着非理性管理的实施并对传统的校长负责制这一领导管理体制提出了新的挑战.作为目前中小学校领导体制的校长负责制必须适应这一形势进行改进与完善,以提高学校管理的效能. 相似文献
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随着社会发展的多元化,学校办学内涵不断拓展,外延不断扩大,学校精细化管理要求越来越高,校长在具备较强的管理知识和水平的同时,更要有一个开放、灵动和创新的辩证管理思维。 相似文献
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ABSTRACTIn this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations. 相似文献
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Alfred Schabmann Vera Popper Barbara Maria Schmidt Christian Kühn Ulrike Pitro Christiane Spiel 《School Leadership & Management》2016,36(2):184-203
In many cases, innovative forms of learning require innovative concepts of using space in school. However, so far there has been a lack of research concerning the perspectives of school principals as important stakeholders in the adoption of alternative school architecture. The present study examines the importance of alternative school architecture in a sample of 1164 principals (56% females, mean-age 52.7 years) in Austria. An online questionnaire was conducted, containing questions about the school building, innovative forms of learning, and principals’ level of information, perceptions, and thoughts on the relevance of school architecture, as well as their motivation and self-efficacy. Results showed that principals are aware of the advantages of certain architectural elements, although these elements have been implemented in only a few schools. A high proportion of respondents report a lack of information about configurations of space that go beyond the traditional corridor-scheme. We conclude that although principals are in general open for the alternative configuration of space further efforts have to be made to overcome the obstacles that prevent principals from launching new concepts of using space, which are a lack of competitive resources and knowledge as well as an inadequate professional network. 相似文献
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《国家中长期教育改革和发展规划纲要(2010-2020年)》提出了建设现代职业教育体系的战略目标。现代职业教育体系建设需要其体系中各部分适应时代发展趋势的改革创新。中职校长创新能力对每一个中职学校的教育创新有着重要的影响,然而目前中职校长的创新能力不容乐观。提升中职校长创新能力对职业教育现代化有着重要意义。 相似文献
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造就教育家校长不仅是校长专业发展的最终目标,也构成了教育创新时期我国人才资源建设战略的新举措。从自我发展角度讲,校长成长为教育家有必要完成三项修炼：其一,通过理论性知识的积淀和实践性知识的构建,实现创新思维生成;其二,通过培养实践创新能力和敢于突破常规的魄力,促进创新行为实践;其三,通过把校长作为一项天职和把校长塑造成公共知识分子,提升创新品格修为。 相似文献
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本文在梳理了前人关于教育管理理论、创新理论及校长学理论与实践成就的基础上,对基础教育面临的挑战、中学管理的弊端,以及作为校长应如何应对挑战、进行管理创新等问题进行了研究探讨;并对中学管理创新和校长引领作用的模式和方法进行了分析论证.最后形成了既有逻辑分析、实证分析,又有操作案例支持的理论与实践相结合的成果. 相似文献
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校长职业化是校长角色发展的必然趋势，同时也是我国教育改革的必然结果，进而将进一步推进教育事业的发展。校长职业化强调校长是一个独立的社会职业，而校长专业化则强调校长的专业水平和专业自主权。推进校长职业化应：1．转变校长的思维观念，树立现代教育产业经营观；2．强化校长的资格制度，建立校长市场化的配置模式；3．重视校长业绩的激励和权力的监督。 相似文献
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Haim Shaked Chen Schechter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):771-791
Systems thinking (ST) is an approach advocating thinking about any given issue as a whole, emphasising the interrelationships between its components rather than the components themselves. This article aims to link ST and school leadership, claiming that ST may enable school principals to develop highly performing schools that can cope successfully with current challenges, which are more complex than ever before in today’s era of accountability and high expectations. The article presents the concept of ST – its definition, components, history and applications. Thereafter, its connection to education and its contribution to school management are described. The article concludes by discussing practical processes including screening for ST-skilled principal candidates and developing ST skills among prospective and currently performing school principals, pinpointing three opportunities for skills acquisition: during preparatory programmes; during their first years on the job, supported by veteran school principals as mentors; and throughout their entire career. Such opportunities may not only provide school principals with ST skills but also improve their functioning throughout the aforementioned stages of professional development. 相似文献
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Peter Bodycott Allan Walker John Lee Chi Kin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):15-31
New teachers enter schools with already established beliefs about principals.This paper reports on the nature and primary influences on what a group of Hong Kong pre-service teacher participants believe about principals. The nature of beliefs reflect underlying personal constructs that relate to interpersonal communication and management. Influences include past school principals, school leaders and parents. Beliefs were attained using a modified personal construct interview and analyses of participant stories. Findings highlight a close association between the leadership/management style of the principal whom participants would like to be and mothers, and the interpersonal behaviour of fathers and the principal whom participants would not like to be . The authors argue that reforms are needed in the course design of teacher education, teacher induction and programmes of professional development for principals. These reforms must address the influence personal history has on an individual's thinking about teaching, interpersonal communication and leadership - a reform process that begins with teacher educators and principals reframing their beliefs and associated practices. 相似文献
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Suzanne R. Painter 《Journal of Personnel Evaluation in Education》2000,14(3):253-264
Although scholars and popular press writers are critical of school district failures to remove inadequately performing teachers, little has been said about the thinking of principals on this issue. Because principals are the front-line implementers of evaluation policy, their beliefs about barriers (real or perceived) are likely to influence their actions. This study asked elementary and middle school principals in the state of Oregon to identify barriers to deal effectively with inadequately performing teachers. Results demonstrated that principals believe teacher unions to be the most significant barrier, and blame the union representatives more often than the language of the negotiated contract. In addition, principals identify the amount of time required to engage in the process as a barrier. Continued study of principal beliefs about these factors may suggest (1) areas of needed reform in the implementation of evaluation and (2) administrative training needs. 相似文献
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胡术鄂 《重庆第二师范学院学报》2012,25(3):40-42
在中小学校长培训中,以科学发展观为指导,高举素质教育的旗帜,大力推进培训创新,致力于以能力为本位的专业化持续发展。以重庆市为例,紧紧围绕校长培训面临的国家和本市基础教育新态势,挖掘已取得的创新与经验,积极探索有效的中小学校长培训的系统策略,实现重庆市基础教育的统筹均衡发展。 相似文献