Study On The Education Input With Weak School Performance Management

The law of compulsory education issued in 1986, opened the of China’s compulsory education reform process, after 30 years’hard working, Compulsory education has been popularized. The development of compulsory education has entered the new stage of improving the quality, promoting the development of connotation. State and local governments have issued the relevant planning, making clear explanations and regulations to the subjects of improving the quality of education, opening the prelude of strategic transformation from scale expansion to connotation development. The Eighteen National Congress of Chinese Communist Party, put forward the goal of the basic realization of education modernization by 2020, paying close attention to improve the quality of education and optimize the efficiency of education.With the privatization of the public sector reform and the government’s performance assessment continues to affect the public sector management paradigm, performance management becomes the management strategy of improving the school organization, for measuring the Input and output of educational resources. The quantitative management makes the guiding of education accountability clear, performance management has become the tool of education quality assurance. In the past two decades, performance management has played an important role in the reforms of the compulsory education schools in our country. From centralization to autonomous decentralization, from the high quality project to a new high quality project, reform of performance wage system,and the performance evaluation form the basis for access to capital, become the manifestation of our country compulsory education school performance management practice. Under the leadership of new public management theory, performance management reform of compulsory education schools has stimulated the optimization of school performance and improved the school effectiveness to some extent. This study use the new public management theory, making the investigate and research of the weak schools’performance management in compulsory education, from the perspective of educational investment. Drawing the following conclusions:1.The overall wages of compulsory educational weak schools’ teachers is underpaid, far below the wage level of other industries. In terms of the class size, the setting is unreasonable, an overlarge class size increasing the teachers’ workload, besides affecting the students’ sustainable development. In terms of curriculum implementation, the support for the development of school-based curriculum is weak, the support facilities providing for the course development are not fully equipped, which could not guarantee the normal development of teaching. In terms of the ratio of students to teachers, the average value is in agreement with the national average. And in the terms of teachers’ teaching age, more than 70% of the respondents were in the decline period of the teacher career development cycle, the post power is insufficient. The academic structure of the interviewed teachers is roughly in line with the educational structure of our country’s teachers, but the in-service training is insufficient, far below the need of practice working. The proportion of teaching time to work time is high, leading to teachers’ job lassitude. meanwhile, Investigation teachers’ activity of teaching and research was significantly lower.2.The four dimensions score of performance management in compulsory educational weak schools is unsatisfactory. School management and teaching performance are relatively well, environment relationship is the worst. Practically speaking, the average scores of access to social funding, school radiant power, parents participating in school affairs, school culture and brand, students diversified development are have the lowest ratings.3.By regression analysis, a relationship exists between educational investment and school performance management, education resources play an important role in performance management of compulsory educational weak schools. Inside, proportion of teachers participating in teaching and research activities, the creation of psychological consultation room, and equipment of function room make great sense of the overall performance management.The government should maintain a certain level of teacher wage growth rate, to strength the management of the central and provincial government on the compulsory education teacher’s salary, Increase the central and provincial financial input for teachers. strengthening the training of the teacher force of psychological counseling, establishing a unified training standards, Improving the participation of teachers and parents. Increasing the inclination of library construction, establishing the minimum standards for the books and materials. Setting clear criteria of sports facilities, to broaden the financing channels of sports facilities in order to strengthen the security of funds. In terms of teacher training, improving the financial support system of training, establishing an open, standardized training system and training evaluation system. Recruiting compulsory education teachers in a flexible way, setting strict access conditions for teachers. Through methods of expansion and diversion, maintaining a reasonable ratio of students to teachers in compulsory education schools. Besides, The government should mobilize the enthusiasm of the community to participate in the school affairs, Constructing the running mechanism of multi force participation. The weak schools should use the school interactive network, get support from quality school, Improving school performance.