Research On The Problem Of Teachers’ Participation In The Governance Of Primary And Secondary School

At present, Constructing a modernized educational governance system has become the guiding ideology and goal of deepening educational reform, the primary and secondary schools, are also actively exploring and improving the mechanism of school governance. Reaching this goal needs all stakeholders of primary and secondary schools share power together, share responsibility together and realize "common governance" finally. Therefore, whether teachers, who are the main subject of the primary and secondary schools, can really participate in school governance would directly relate to the school governance mechanism is sound or not, at the same time, for the improvement of the entire school, the growth of the all students, working enthusiasm and professional growth of teachers, it also plays a vital role.Based on the times background of educational governance and the importance and of teachers’ participation, this paper focuses on the problem of teachers’ participation in the governance of primary and secondary schools. And use the theoretical framework of the teacher participation level as the analytical standard. Then, know about the current situation of teachers’participation in primary and secondary schools of Shanghai, meanwhile, put forward some rational suggestions for problems that are found in the investigation.There are five chapters in this paper. The first chapter is an introduction, which includes the reason of choosing this topic, the purpose and significance of the research, the literature, the definition of the core concept and the research design. The second chapter is the theoretical overview of teacher participation. Based on the connotation of teacher participation and characteristic of teacher participation, citizen participation ladder theory was referred, it constructed the theoretical framework of the teacher participation level, elaborated the connotation of formal teacher participation and substantive teacher participation. The third chapter is the survey result and analysis of teachers’ participation in primary and secondary schools. Based on the theoretical framework of the teacher participation level and the existed research results, the self-designed questionnaires were used to investigate the current Primary and Secondary School Teachers’ participation, and it analyzed the data collected by the questionnaire, the actual situation of the current teachers’ participation in primary and middle school in the content, the participation level, the participation way and so on was presented. The fourth chapter is analysis of problems and reasons of teachers’ participation in the governance of primary and secondary schools. The problems of current teachers’ participation in primary and secondary schools include teachers’ participation is limited, low level of participation, lack of approach and so on. The reasons are as follows:teachers are lack of concept of participation, headmasters are lack of concept of democratic, teachers are lack of knowledge and ability of participation, school participation mechanisms are inadequate and so on. The fifth chapter proposes suggestions for teachers’ participation in the governance of Primary and Secondary School from the aspects of subject knowledge and ability, policy and school system construction.