Study On The Satisfaction Degree Of High School Class Self-management Based On Structural Equation Model

New curriculum reform emphasize the management of educators should highlight concentrate on the students.We should improve the management concept of people oriented as well as adopt the scientific and effective management methods in order to make students have all-round and healthy development.Therefore,class self-management has become the study subject of many high school educators.Carrying out the class self-management can not only reduce the workload of head teachers but also enhance the self-management and self-study abilities of high school students.However,there are some problems of carrying out the class self-management.Formalization of the class self-management is serious and some students' participation is not high enough.Also,some students even don't know what roles they are playing in the class self-management,and so on.All those problems go against the development of class self-management.Then studying how to increase high school students' satisfaction to the class self-management can help educators execute the satisfying class self-management and exerting the functions of class self-management more effectively.This study selects some students' self-management satisfaction of a high school in Xinhui District of Jiangmen City as the research object,and constructs a model based on the structural equation model to conduct an empirical study.The purpose is to explore the key factors to affect class self-management satisfaction from the perspective of high school students.This study first look up and sort out the relevant literature information of customer satisfaction,structural equation model structure and class self-management from home and abroad.Then,the structural equation model for the self-management satisfaction of high school class and the empirical analysis are constructed,which is the key point of the study.Firstly,it mainly studies the framework and index system of the structural equation model for the self-management satisfaction of senior high school class.Secondly,it compiles the questionnaire and uses SPSS 20.0 to test 242 valid questionnaires to verify the rationality of the questionnaire.Using SPSSAMOS24.0 to confirm the factor analysis of the data,using the fitting index to verify the feasibility of the model;then using the structural equation model to modify the path coefficients between the latent variables in the model was built and studied.The final model of this study finally explained the path coefficient and parameter estimation.The research conclusions are as follows:First,the evaluation index system for self-management satisfaction in high school classes was constructed.This article is based on the domestic and foreign customer satisfaction,class-based self-management related literature,and then use interviews and open questionnaires and other forms of full communication and understanding of students to ensure that the high school class self-management index system settings focus on the needs of high school students.Thus,the observed variables of this study were determined.Second,through the analysis of the correlation analysis in the model latent variables and the analysis of the path coefficients,two key influencing factors of high school students' self-management of the class are determined.Studies have shown that high school students' perceptions and quality perceptions play a key role in improving class-level self-management satisfaction,with student expectations having the greatest impact.