The Research Of Competence Of Headmasters Which In Country And Below The Primary And Secondary Schools

Headmaster's Competence level impacts the development of a school, especially in County and below the primary and secondary schools. This research imports the concept of competence to solve the problem.This research divides into three parts. Critical incident interviews, expert advice, training courses, conduct surveys and other methods are used in the first research. According these methods, we have got 51 terms of competence entry. Combining the competence tree model, we structures the headmasters'competence tree model. In the second research, the questionnaires of headmasters'competence are adopted to analyse the EFA, CFA, reliability and validity. The results prove the validity of the headmasters'competence model. In the third research, we use the questionnaires of headmaster's competence to measure the County and below the primary and secondary schools headmasters of the Hubei, Henan and Hunan. The results are used to comprehend the current situation of the headmasters'competence.The research conclusions are as follows.(1) The research structures the theoretical tree model of the headmasters'competence. And the model contains Knowledge, skills, social roles, motives and characteristics of the five parts.(2) The reliability and validity of the questionnaires meet the relevant requirements. At the same time, the structure of the questionnaires verifies the validity of the headmasters'competence model. The final model includes 26 competancies and 4 factors which are Personal characteristics, social roles, special abilities, knowledge and skills.(3) The demographic variables are different in different County and school principals.1) Female principals scored significantly higher than men principals in self-discipline. 2) The bachelor degree's school principals are significantly lower than school principals which only have college degree in the scores of the affinity.3)?In the aspect of modesty and reflection ability, the scores of school principals who work only 1 or two years were significantly higher than other school principals who work over 2 years.4) The different ages of school principals on the social role factor scores significantly different from each other. The age between 41and 50 years old school principals scored significantly higher than that of principals under the age of 40 principals. Competency in the training of others, more than 50 years old school principals scored significantly higher than that of the principals who under the age of 40. And in the aspect of sense of service, the principals over the age of 50 scored significantly lower than the other two age levels of the school principals.5) In the aspect of personal characteristics and questionnaire scores, the scores which the principals got are different in different size of school. The medium-sized school principals scores are the lowest. At the same time, The medium-sized school principals scores are lowest in competences of democracy, leading by example, service awareness, organization and coordination, response to unexpected emergencies, tolerance, good self-regulation, interest and affinity.6) The school principals of Hunan Province scores generally higher than that of Hubei Province and Henan Province in the competence of training others, response to unexpected emergencies, good self-regulation, legal awareness and decision-making capacity.