A Case Study Of Rural Elementary School Principal Professional Development

Principals’ professional development has become a major issue in the field of education inthe21st century in China. It is an important factor to impact the current education and thereform, and it is also a prerequisite for promoting school improvement and the sustainabledevelopment of teachers and students. According to our national conditions, the educationalreform of the rural schools reflects the overall level of China’s educational reform. Thereforediscussing the theoretical basis and practice of rural school principals’ professional developmentpath has important theoretical and practical significance. This study is a case by the professionaldevelopment of a rural primary school headmistress, and using narrative research methods to sortout her professional course of development. Analysis of internal and external influencing factorsin the course of her professional development provide a reference for other rural schoolsprincipals’professional development practice.The principals’ professional development is a continuous learning and updating stage ofsustainable development. It has autonomy, stage, persistent and complex characteristics. Dprincipals’professional development has experienced four phases, includeing probationaryperiod,adaptation period, incompetent growth period,and mature period. D principals’professional development is affected by both internal and external factors. In the internal factors,D principals’ professional structure, professional conservation and professional belief play adecisive role in her principal professional development process. In the External factors, theexpects of Superiors, teachers and students, education peers, and community villagers are powersource in D Principals’ Professional Development. Family support laid a firm foundation for thedevelopment of D principal. Participating principal training and training to other principals speedup the professional development speed of principals D. Government support is an importantguarantee for D Principals’ professional development. Integration of social resources playsindelible role in D principals’ professional development.Analysis the course of D principals’ professional development and influencing factors, wecan see internal driver is an important prerequisite for principals’ professional development. Theprincipals of rural schools should consider long-term development of rural schools, andstrengthen the sense of the spontaneous improvement, and draw up the planning of professionaldevelopment positively, and analyze the advantage of self-development seriously, and makegreatest efforts to demonstrate personal strengths. The principals of rural schools should asloreflect on their own process of growth actively, and combine the lessons constantly andovercome self-mindset, and make efforts to break through the limitations of development. Inaddition, we should pay attention to the impact of external environment on the principals’professional development in rural areas, and carry out the principal professional training actively,and enhance the basic literacy of rural principals’ professional development, and perfect many-fold mechanism, and strengthen the power system of the rural principals’ professionaldevelopment. we should increase government support, and introduce the relevant policies forrural principals’ professional development, and enhance the degree of social concern, and createa atmosphere of public opinion on rural principals’ professional development.