The Study On The Lack Of School Subjectivity Of Educational Supervision And Its Performance Improvement

The supervision of school education relates two sides, educational supervision institutions and schools. In China, educational supervision institutions have played a dominant role in the supervision and have played its functions as "Doc" in a long time.And educational supervision agency’s specialized in the work philosophy and the way etc. is lower. So supervision cannot really find and solve the real needs of the school. The school does not take the initiative to participate in the supervision. The supervision performance is not high.This paper is based on the supervision activity of school education in Hubei Province, through questionnaires, interviews and the case study of the school D in S city. The content of this paper mainly consists of three aspects. Firstly, investigate the current situation of the supervision effectiveness and school role and the relationship between them. Secondly, analyze the main reason leading to the absence of school role, which is the lack of trust between supervision institutions and schools. Thirdly, propose the strategies for improving such trust relationship. The basic framework of the paper is shown below:The first chapter describes the study background and research question in this paper, defines and explains basic related conceptions, reflects on others’researches on this topic and describes the research method.The second chapter is mainly about the survey on the current situation of the absent school role in supervision in the study area.Through educational supervision and regulations of Hubei text analysis to know about the policy context that the province implemented the supervision of school education. By the questionnaire survey of some school principals of the province to know about the supervision activity, through the follows:if schools have been respected in supervision, the extent of the supervision system and its implementation and results is known and recognition. And then, survey and verifies the lack of school role in educational supervision in the study area. There are two sides about it, one is supervision institution’s neglect ion to schools, and the other is the unequal relationship between supervision institution and school. Analyze the effect of absent school role on the effectiveness of educational supervision.The third chapter, through case studies, verifies the lack of school role in educational supervision in the study area and its impact on the performance of the supervisory.The fourth chapter has the detailed analysis of the reasons for the lack of school subjective role. Through the study, it found that the main cause is the lack of trust between supervision institutions and schools. Focusing on this reason, this chapter attempts to provide the strategies and advices for rebuilding the trust relationship through three aspects as follows:educational supervision agencies respect the schools ’supervisory requirement, changes its mainly function, and towards specialization, schools improve their levels of development to enhance their confidence. And rebuilding related policies and regulations, in order to give full play to the school subjective role.