First, the combination of administrative management and setting an example.
School management is complex and all-encompassing. Puham, a foreign scholar, believes that management mainly refers to the routine behavior involved in managers' work. In school, it is embodied in planning objectives, making plans, compiling courses, evaluating grades, providing educational resources, creating a positive psychological atmosphere, solving teachers' conflicts, dealing with students' problems, and coordinating parents' relations. , so as to ensure the effective operation of the school and achieve the school's work goals. Griffin in the United States believes that management is based on legal, paid and compulsory power, which points out the direction of officers and instructs them to do things, and subordinates must do things according to the direction and instructions specified by managers. From the point of view of foreign scholars on administration, I think school administration refers to the activities of coordinating and controlling various school management resources to achieve organizational goals.
The function of the dean is to lead and manage the school. The first is leadership, and the second is management. Leadership is more important than management. The so-called leadership, one is "leadership", leadership should lead, leadership should lead, and guidance should lead; The second is "guidance", that is, guidance, guidance, advocacy and counseling. In other words, the words and deeds of leaders are the most authoritative ideological and political work, which directly affects the teaching style and study style of a school. The confidence and enthusiasm of leaders are the driving force to promote the progress of all work in the school. Setting an example and being a teacher is the premise for the school to establish its purpose, clear direction, establish rules and strict management. Dean, the masses will unite with you, * * * will fight with you and finish the task well. For example, our middle school faces many difficulties: poor students, many places and heavy workload for teachers. The dean took the lead in doing a good job in management and went deep into the front line of teaching to "share joys and sorrows" with the teachers. Every leader has taken part-time classes in excess, and the teaching is solid, which has achieved good teaching results. Here, silence speaks louder than words, and setting an example is more important than teaching by example. It has become a common practice for teachers to devote themselves to teaching regardless of time, conditions and remuneration.
Leaders take the initiative to take responsibility, which is the basis for gaining the respect and trust of faculty and staff. Once, a teacher was arranged to attend a meeting in the district, and the class arrangement was improper, which led to teaching mistakes. The leader volunteered to deduct his bonus. There have been some mistakes in the school-run factory, and the dean announced on his own initiative to deduct his 1000 yuan bonus at the teachers' congress ... These practices have produced a good reputation among teachers, thinking that leaders are serious about themselves and must work hard to do their jobs with one heart and one mind.
Second, the combination of system management and emotional input.
School management is inseparable from the system. As the saying goes, "Without rules, there would be no Fiona Fang". However, only relying on system management can only manage teachers' surface, and it is difficult to affect their sense of responsibility and internal motivation, and it is difficult to stimulate the sense of ownership of the management objects. Therefore, teacher management should have its own characteristics. System management requires individuality and varies from person to person. It is necessary to create the art of opening a lock with a key, so that teachers can not only work hard, but also work hard, so that teachers can really regard school education as their own career.
Zeng Wenxing, a psychologist in Taiwan Province Province, believes that "people's psychology and behavior are mainly controlled by emotions". Only by connecting emotions, integrating psychology and forging ahead in harmony can teachers enter the best mental state in the best atmosphere and exert the best educational and teaching benefits. Of course, to fully mobilize the enthusiasm of teachers, we must properly use the incentive mechanism. The "two-factor theory" put forward by Herzberg, an American psychologist, is an incentive theory to build a teaching staff with emotional people. "Double factors" are incentive factors and health care factors. Incentive factors are mainly to mobilize people's positive emotions; Health care factors are mainly to prevent and alleviate dissatisfaction. In specific work, on the one hand, we should constantly create positive emotions and constantly improve teachers' ideological and moral and professional quality; On the other hand, try to avoid teachers' negative emotions and let everyone contribute their talents and strength to education in an atmosphere of mutual understanding, mutual love and mutual concern. To achieve this goal, I think we should mainly start from the following three aspects:
First, give every faculty member the same care and love. The healthy growth of children needs love, and teachers need love and hard work. As a dean, it is our duty to love teachers first and care about the teaching staff. Only when teachers are in our hearts can teachers concentrate on education. Therefore, the dean should pay attention to the in-depth group room at ordinary times, understand the sufferings of each teacher, understand the thoughts of each teacher in time, and care about the life of each teacher. When the teacher is sick or gives birth to a child, the leader takes the initiative to visit with supplements and subsidies; When there are accidents or difficulties in teachers' families, they are even more dusty and rushed to their side in time ... Teachers feel the warmth of organizational care, attend classes before they recover from illness, and teach at school before breastfeeding ... They really regard school work as their own career.
Second, psychological displacement and role transformation. The dean is a leader, but as an educator, he is also a teacher. Therefore, the dean should shift his mentality from time to time and appear among teachers as a "teacher", so as to get closer to the teacher's psychology and feelings and become a teacher's "bosom friend". Only by being a good "logistics minister" can teachers be motivated to complete the education and teaching tasks with high quality.
Third, grasp the bipolar changes of teachers' emotions. From a physiological point of view, when positive emotions are generated, the activity enthusiasm of the cerebral cortex can be improved, and a dominant excitement center can be formed in the cerebral cortex, so that people's spirit is in the best state, and thus work efficiency is also in the best state. Therefore, the dean should try to explore the best period of teachers' emotions and encourage them moderately, otherwise it will bring the opposite effect.
While formulating necessary, effective and scientific school rules and regulations, we should pay more attention to caring for people, show "human touch" in all aspects, and set off an atmosphere of unity, harmony and enthusiasm, so as to truly mobilize teachers' enthusiasm and successfully complete the educational mission entrusted to us by the times.
Third, the combination of power factor management and personality influence.
Power is a kind of control and a kind of compulsion. The dean should use his power to control the teachers and students of the whole school to carry out orderly activities around the school goals, and if necessary, he can use coercive means to require teachers and students to obey the will of the school. However, he blindly pursued authority, stylization and unification, demanding unconditional obedience from teachers and replacing teachers' autonomy with orders and orders. Over time, it will lead to teachers' habit of passive work and greatly suppress teachers' creativity and initiative.
In socialist schools, school leaders need to attach great importance to the role of non-power influence, which has a considerable incentive effect on teachers, and often enables the managed to have heartfelt trust and respect for the managers, passionately implement the managers' decisions, follow the school to achieve management goals, and how to give full play to the dean's non-power influence. I think it is mainly reflected in four aspects:
First, the dean should have excellent character, noble sentiment, high theoretical level, strong dedication and sense of responsibility, so as to make the faculty feel admired and attractive.
Second, a dean with strong leadership ability and both ability and political integrity is bound to make remarkable achievements in school work and naturally have a great influence among the masses. If a dean doesn't even have the ability to be a class teacher, how can he manage a school well? Therefore, the ability and talent of school leaders are the main factors that affect them.
Third, you must have profound professional knowledge and rich experience. You should not only be proficient in one or two subjects, but also have the basic theoretical knowledge of many subjects, master the knowledge of pedagogy, psychology and management, and be diligent and good at learning, so as to continuously improve your leadership influence.