High School Teacher Management Methodology To Explore

The perplexity of teacher management methodology system comes down to its lack of the support of theories, which contrasts sharply with the variety and complexity of teacher management method in real life. So it is worth constructing the teacher management method as a system which has practical necessity and theoretical significance. The methodology system comprises three levels: teacher management method, teacher management pattern, and teacher management thought implied in the pattern. The three aspects are vertical and horizontal in the system, the management thought determines the management pattern, and influences the choice of concrete methods of administrators in school. In this paper, the author chose a middle school as a simple, and used the field-research paradigm of Educational Administration as research method. From this, we get to know the teacher management methodology system in his realistic working domain. There are five chapters in this paper. In Chapter One, the author focuses on the concept of teacher management methods, teacher management pattern and teacher management thought which based on the real situation of teachers and the real behavior of school administrators. In addition, the author also analyses the relationship of the three levels in the system. In Chapter Two, the author shows which the process she gradually getting better acquainted with the unfamiliar environment. In the following part, the author describes the routine methods of administrators in the school. In Chapter Three, on the one hand, the author profoundly studies the organizational structure of the school teacher management. On the other hand, the author presents their working logic: system of job responsibility, teacher evaluation, personnel appointment and dismissal, and meeting. We can understand that the management pattern is a bureaucratic teacher management in this middle school, which tells us that Weberian Bureaucracy Theory exists in practice operation of this school. In Chapter Four, the author analyses the cause of bureaucratic management of the middle school. There are four reasons. The first is the classical organizational theory which the school administrators have held. The second is theory X and theory Y about humanity assumptions. The third is the administrators' educational view of value. The last is Chinese traditional officialdom standard. All of these result in the managerial actions of the school administrators. In the ending of the paper, the author introduces the continued changes in this school, but she also proposes the obstacles in the changes that the administrators maybe get.