Time Of Primary And Secondary School Principals

Headmasters of the primary schools and the middle schools, work as leaders, managers, teachers and other identities. They play important roles during their school development, teacher development, and student development. But a great number of headmasters usually neglect time, an important object and important way to the headmasters leadership and management practices. From time management perspective, the headmaster should seize two key points that are to work out ideas and to use cadres well so as to lead the school developing at leisure. Headmasters need to have good communication skills, a strong sense of time and authorization, give full play to assess the effectiveness of the rewards and punishments for implementing rhythm management in schools. As educators, headmasters should set an example by personal practice, pursue lifelong learning, become researchers about classroom teaching time management and leader of teachers’ professional development.The article makes an analysis of the domestic277headmasters questionnaire result. In the aspect of headmasters’sense of self-monitoring and efficacy, there exist very significant differences or significant differences among headmasters with different academic or from different level and different size schools. There exist very significant positive correlation between school level and the headmaster weekly working hours. There exist significant positive correlation among school size, school headmasters’academic and headmasters’weekly working hours, ie, the higher level of school, the greater the size of the school, the higher education of headmasters, leading to the longer of headmasters’ working hours per week. Headmasters working hours allocated from more to less are:administration, teaching and practice of management, participate in learning and training, social affairs, teacher management, of which45.98%average occupancy administrative affairs working hours.In each case study, there is a headmaster from a primary school, a junior middle school or a senior high school, each one has been developing steadily for years, and each one has a good reputation. Three Headmasters have their own characteristics: headmaster X promotes the " brain-friendly" as the main indicator of school culture, leading the school developing vividly; headmasters Y is warmly open and persistent pursue to draw as many useful lessons from as many excellent schools as possible, so as to push efficient propulsion classroom reform; Principal Z especially pays attention to the rules and personal ideals of education to fully inherit inertia schools flourish. It happens to coincide that the three headmasters and their schools invariably take practical action to pursue school effectiveness:Mr. X and his primary school expect every child can "enjoy a happy childhood"-happy to spend six years of primary school; Mr. Y and his junior middle school pursue appropriate and efficient classroom for each students-get high returns junior year learning time; Mr. Z and his school pursuit of " broad-minded, honest, happy," the three primary colors-so that every child can live through campus life (three, six, nine, ten two years or even fifteen years) at every stage of happiness. These are cultural features of the three schools, are also the starting points of time management of the three headmasters. With the deepening of the case studies, the paper demonstrates the true leaders in the three school how to allocate and manage the use of time, and how they succeeded to grasp the pulse of the time, to effectively plan and lead the development of the schools, the teachers and the students. This paper expects to take an instance to inspire and help the primary and middle school headmasters.Typically, the headmaster who is supposed to be efficient, should have a clear goal, should know how to grasp the leading choice and be good at personal business development and personal time expansion. The headmaster implementing quality time management will help the school developing for long-term at leisure, will help the school conducive to the normal operation of the health-paced, will help individual headmaster sustainable developing specialization. Combined with surveys and interviews, the paper considers that the current headmasters optimize time management has three main strategies:building up important relationships to win the support of the superior and the subordinate; intensifying awareness to improve time management consciously; getting the better way to approach scientific practice for time management.