Study On The Professional Development Of School Principals In Yanbian Area

This paper studies professional development of school principals in Yanbian. Principal professional development is a product of the development of education, is president of law and their own career development process of the embodiment. In a country the funding for basic education, the degree of attention to basic education,, the people on the school's requirements, expectations of principals, is undergoing fundamental change.The domestic and international studies about professional problems of primary and secondary school principals were not mature yet, and didn't form a study system and certain framework yet, also were lack of diverse empirical research. National research and exploration were mostly concentrated in policy development, qualification and professional training, and professional development for principals'factors, basic features, such as the lack of strategic path the actual investigation and research.In this paper, take Yanbian area school principals as the research object, the main use of principal professional development division theory, role theory, Maslow's hierarchy of needs theory, leadership qualities and behavior theory, theory of Mayo's human relations and so on, using documents, survey, interviews and other research methods, at home and abroad to grasp the dynamics of professional development principals, the professional development of school principals through the development of the questionnaire,277 conducted a survey of school principals, and interviewed eight principals, mainly studied the following contents:(1) the status quo of professional development of school principals in Yanbian area; (2) the impact of professional development of school principals in Yanbian area of factor analysis; (3) Professional development of principals and its relationship between factors; (4) Analysis based on the Yanbian area school principals to promote the professional development of countermeasures.Through research concluded that:(1) the overall level of professional development of principals in general, and at different career stages show different characteristics of professional development (2) the quality of the three dimensions of principal professional development is uneven, its leadership and culture lack of awareness of education and guidance (3) Training and professional development of principals on the role of self-competence stage of professional development of principals have a positive impact, while the other phases of the relatively weak (4) self-professional development, the post of president of training, policies and systems directly affects the security expertise and professional school principals attitude development, impact on the professional ability is relatively (5) family members'support to school principals in the development of professional knowledge and ability have an important influence on the development of professional attitude is weak.By studying we got the following recommendations:(1) scientific principals to develop various types of professional development planning, good training and selection of principals work (2) efforts to build a "college hang down into the grass roots," the principal training system, targeted President to carry out training (3) increase the principal development institutions and policy support, create conditions conducive to continuing professional development of principals organizational environment (4) the use of resources in the county to create continuing education professional development of principals to serve the community, improve service and principal professional development management (5)to build a good evaluation of the professional development of primary and secondary school principals and assessment mechanism, encouraging principals to achieve self-development.