| Teacher’s self-management refers to a kind of teacher behavior in educational and learning activities, which is self-motivated, apontaneous and getting his willingness to take responsibility for it, under the current education system and school management. It may effectively promote teacher’s individual development, propel the basic education reform, and indirectly play an important role in student’s development. Teachers constitute the key factor to the development of a school. Therefore, they have always been given the first priority when it comes to school management. However, it has become one of the most important problems that are badly in need of resolution in present teaching practice.The study is divided into four chapters. In chapter 1, the author explains the background of the selected topic, the content of the study, the research methods, basic concepts and the literature review. In chapter 2, the author analyses the situation of teacher’s self-management. The study adopted questionnaire, I selected the teachers from 8 primary schools in District Xigang, Dalian. Using the self-compiled questionnaires “The Current Situation about The Ability of Primary Teacher’s Self-management”, the research has distributed 400 questionnaires in all, which contained 325 valid questionnaires. In chapter 3, the study adopted interviews for some teachers, to analysis the causes of the problems of the current primary teacher’s self-management. Through the investigation and analysis,get the conclusions as follows: primary school teachers ignore the importance of teacher’s morality、primary school teachers lack a clear-sighted view of self-assessment objectives、primary school teachers lack time and energy of scientific research、primary teachers lack initiative of self-study、teacher’s self-development is restricted by external factors. In chapter 4, the author puts forward some suggestions to improve and perfect the ability of teacher’s self-management. |
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