A Study On The Management System Of Primary School Teachers From The Perspective Of Appreciating Leadership

Teacher is the driving force for the development and progress of a school. It is necessary to establish a sound and reasonable teacher management system for sustainable teacher development. Nevertheless, affected by traditional Chinese management philosophy and modern western management theory, the current teacher management situation in several primary schools of our country is either characterized by headmaster authoritarian "paternalism" caused by system deficiency or a failure to fully release teachers’potential and actively arouse teachers’teaching initiative resulted from cumbersome and inflexible system. In view of this and based on the empirical case study of "S" primary school in Nanjing city, this paper provides a whole new perspective of appreciative leadership which puts emphasis on appreciating and affirming, generative dialogue and relation construction and strength cultivation to explore the new path of teacher management and system construction for the "S" primary school as well as for all the primary and secondary schools in our country.This paper can be divided into five parts based on the logic of "theory-practice-thinking". The introductory theory expounds this research project’s reason and current situation, defines some concepts, for example,"teacher management system", and introduces the research technique and contents. The first chapter introduces the connotation and framework of appreciative leadership and elaborates its birth processes, theoretical foundations, core conceptions and contents of the framework. The second chapter specifies the change of teacher management system in "S" primary school since2000, which mainly includes the change of the teacher management concept and the betterment of specific teacher management systems based on academic year. The third chapter elaborates on the main implementations of teacher management system in "S" primary school, which includes routine teacher management centering on teacher’s training as well as evaluation and distinctive programs such as project management, grade management and meeting management in "S" primary school. The last chapter mainly includes three parts. Firstly, the questionnaire survey is used to find out the efforts of teacher managing and system constructing practices in "S" primary school.Then, the deficiencies of teacher management system under appreciative leadership in "S" primary school are discussed. At last, the direction for teacher management reform under appreciative leadership in "S" primary school is presented, that is, to broaden the roads to learn appreciative leadership, to break the traditional management conscious, to build proper system situation, to choice appropriate strategy in management, to strength the track and feedback in system implementation and widen teacher’s developing gallery.