Research On Middle School Head-teachers' Professional Development And Schools' Management Promoting Measures

With the deep research on teacher's professionalizing, some educators who care for the construction of class groups and head-teacher teams are interested in head-teacher professionalizing, which is a special one for teacher professionalizing. Since the concept of head-teacher professionalizing is put forward, investigation related to head-teacher professionalizing are developed from theory and practice simultaneously. A lucky thing is that head-teachers themselves are considering it actively. Researchers think that head-teachers should become professional workers who posses professional theory, professional moral and professional skills. Head-teacher can not be replaced by other profession, and a good head-teacher is an educationist.There are two definitions for head-teacher professionalizing. One is defined from professional group, and head-teacher professionalizing emphasizes the promotion for head-teacher group, and it reflects a process to meet professional standard requirement. The other is defined from individuals, and head-teacher professionalizing means profession development, that is to say, internal professionalism is improved dynamically. This dissertation mainly discusses the latter one, which is about head-teacher's professional development. To understand the problems on the middle school head-teacher's professional development deeply, I refer to the literatures related to factors influencing on teacher professional development, and design an inquiry form. I inquire 43 middle school head-teachers, and the results indicate that there are some problems on the process of middle school head-teachers'professional development, which are low professional emotion, conflicts between education idea and education practice, professional qualities and skills unfit for the practical requirements. In accordance with the above problems, I analyze the causes of the problems from society, school and individual aspects, and draw a conclusion that the factors include head-teacher professional development not guaranteed by policy; head-teacher professional development not prepared and trained enough, head-teachers lack of consciousness of self development. To under the characteristics of different stages for middle school head-teachers professional development, according to the theories related to teacher professional development stage, I choose three from forty-three head-teachers who belong to different stage separately, and investigate them by free talk, and summary the characteristics of head-teachers who are in different stages. Based on the above studies, school management strategies are studied to promote head-teachers professional development. Three strategies are proposed from three aspects, which are to promote head-teacher's professional development consciousness, to train head-teachers by their schools, and guide head-teachers to do research work.