A Study Of Teacher Resource Management Under The Perspective Of The Stages Of School Development

Teachers are the core parts of all the staffs in a school. The overall quality of teachers has a direct bearing on education quality and instruction results. Every teacher develops from a beginner to an adept. During teacher's development, on one hand, the school where a teacher works for plays a critical role to effect the teacher's development. On the other hand, teacher's quality also influences school's development. Thus, schools development and teachers professional development are interrelated and interact on each other. Schools in different developing stage should set up proper teacher administration strategy on the base of teachers' characteristic in different professional development stage. The core is to pay most attention to teacher's individual value, to regard teachers as the most valuable resource instead of teaching machine, which also complies with the key concept of modem Human Resource management theory.On the base of school's age, development goal and teacher team's structure and composition, schools can be classified into three type- New School, Developing School and Developed school, which correspond with school developmental process. With analyzed by organization theory, it is found that the characteristics of school in different development stage are reflected in five essential elements which are the principal, School-Based Management, school culture, interaction between school and community, and teachers participation management.With analyzing and comparing different teacher professional development theories, it reaches the conclusion that what promote or condition teacher development are teachers' internal needs, available outside resource and the guarantee mechanism. Specifically, they are teachers' pressure, training and school management. Considering Chinese teachers' characteristics, there are four stages during teacher professional development process-survival and adaptation, stability and maturity, stagnant and adjustment, renewal and improvement. Each stage is characterized by teacher's pressure, concerns, participation in school affairs and hierarchy of needs.Four public middle schools are selected for analysis and comparison. They represent schools in different development stage respectively. Four schools are compared on teachers' training, teachers' evaluation and motivation mechanism, scientific Research and school culture. The comparison result works as a reference and evidence to support general management measures for teacher resource which will be demonstrated in the following chapter.To sum up the above arguments, as a new school, it is better to take following measure to make teacher team steady and set up the management system: 1. Setting up rules and regulations; 2. Relieving teachers' pressure; 3. Making use of outside resource to help young teachers grow up. A developing school had better adopt following measure to motivate middle-aged teachers and form distinguishing characteristic: 1. Encouraging teachers to participate school management; 2. Providing teachers with various training with different organization forms; 3. Improving teachers' scientific abilities. A developed school should pay attention to below points for its sustainable development: 1. Promoting the communication and exchange between the inside and outside school campus; 2. With referring private school's valuable experience, improving teacher's evaluation system; 3. Creating and Promoting school-based scientific researching models.