A Study On The Validity Of The Training Of Principals In Middle And Primary Schools

Since the founding of People's Republic of China, especially since 1980s, the training of principals in middle and primary schools has always been emphasized and great progress has also been achieved. During the 15the Five-year-planning period, the standard of training the principals into experts of education and management has been raised. The training of principals in middle and primary schools is of strategic significance in realizing the reform of basic education and in reinforcing the ranks of principals. Gansu province's underdeveloped economy and education has also affected education, including the training of principals in middle and primary schools. To realize the goal of "vitalizing China through Education", education enjoys the strategic significance, which is intimately associated with the principles and beliefs of the training of principals in middle and primary schools. Two aspects of education are currently most pressing: 1. education should meet the need of training all sorts of talents; 2. education should focus on improving the quality. Therefore, the essence of the training of principals is to improve the quality of education.This study, taking as examples Yuzhong, Gaolan and Yongdeng of Lanzhoug Municipality, analyzes the reasons for the training of principals, and proposes some strategies and policies for the training of principals, thereby providing basis for administration and training institutions to formulate sound policies.The first section is General Discussion, which deals with the developmental course of the training of principals and the current situation of the validity of the training of principals in middle and primary schools.The second section highlights the necessity of the training of principals, with a view to explaining the need of carrying out this necessary work in present China.The third section analyzes the investigation, which is the major body of this thesis. This section emphasizes the investigation in the above-mentioned counties, the summary of experience and the attempt to draw some conclusions.The fourth section proposes some effective policies. 1. Updating concepts concerning the training of principals. 2. Transforming the functions of concerning deparments. 3. Reinforcing the training inside schools. 4. Establishing systematic training. 5. Guaranteeing sufficient input and Establishing sound reviewing system. 6. Multiplying the forms of training.