An Empirical Study On The Relationship Between The Class Teacher Leadership Behavior Of The Secondary Vocational School And Class Atmosphere

A good class atmosphere not only enhances class cohesion,but also plays a crucial role in the improvement and development of students' individual comprehensive qualities.The class teacher is the educator,organizer,and manager of the class,also a direct influencer of the class atmosphere,class teacher leadership behavior and the formation of the class atmosphere are closely linked.Education is constantly undergoing changes and developments.However,the parents' desire for children to enter the elite class has never changed.An excellent class teacher can not only create a positive,united,and fraternal class,but also create a group of excellent and confident students.However,what exactly is the specific relationship between the class teacher leadership behavior of the secondary vocational schools and the class atmosphere,and what behaviors the class teacher can use to create an active class atmosphere for students is worthy of attention and discussion.Focusing on these issues,the author uses a combination of quantitative and qualitative research methods,mainly based on questionnaires and supplemented by interviews.The author conducted in-depth empirical analysis of the content structure of the class teacher leadership behavior,the relationship between the class teacher leadership behavior and the class atmosphere through data analysis and other methods.The main body of research includes four parts:The first part is the development and revision of research tools.Select an authoritative scale in the field of class teacher's leadership behavior and class atmosphere,make basic adjustments to their language and grammar,and interview subjects to see if the questionnaire item is reasonable and difficult to understand.The pre-research was conducted using the preliminary revised scale,and the research tools were revised again through project analysis,exploratory factor analysis,etc.,then the formal scale applied to the study is finally established,and the content structure of the leadership behavior of the class teacher in the secondary vocational school is established.Part two concerns study of current situation of the class teacher leadership behavior of the secondary vocational school and class atmosphere in Shanghai.The status quo of the class teacher leadership behavior of the secondary vocational school and class atmosphere through questionnaire surveys is visually and clearly presented,and the characteristics of both are analyzed on the basis of data.The fifth part displays relevant research of the relationship between the class teacher leadership behavior of the secondary vocational school and class atmosphere in Shanghai.On the basis of data analysis,the correlation analysis,difference analysis,regression analysis,and path analysis of the the class teacher leadership behavior and class atmosphere are performed in turn to clarify the specific relationship between the two.The fourth part is the countermeasures and suggestions.It is mainly based on the results of data analysis,combined with the interview data,the author put forward specific countermeasures and suggestions on how to improve the atmosphere of the class by starting with the class teacher leadership behavior in charge.Through the above research,this study draws the following conclusions:First,establish the content structure of the class teacher leadership behavior,including the six dimensions of the two major functions.The P(performance)function,that is,the class teacher's effort to accomplish the group goal,includes four dimensions: daily management,moral education,teaching behavior and class management;followed by the M(maintenance)function,is the role of the class teacher in maintaining and strengthening the group,including the two dimensions of caring for the students and class construction;Second,the performance of all aspects of the class teacher leadership behavior in Shanghai is generally good.Among them,the daily management level is the best.This shows that the class teachers of the secondary vocational schools pay attention to the students' daily behavioral norms and develop education;they perform poorly in the teaching behavior level,it explains that the class teacher of the secondary vocational school needs to further strengthen the innovation in teaching methods and knowledge expansion.And based on the PM leadership behavior theory,the class teacher leadership behavior in Shanghai can be divided into four types: PM type,P type,M type and pm type;Third,there are significant differences in the status quo of the class teacher leadership behavior perceived by Shanghai secondary vocational students in terms of grade,source place of students,grades,and whether they are student cadres:(1)Grades 2 and 3 score significantly better than first grade in caring for students,class construction,moral education,teaching behavior,and class management;(2)The scores of the class teacher leadership behavior perceived by secondary vocational students in Shanghai are significantly higher than those of secondary vocational students whose students are non-Shanghai students;(3)The scores of the outstanding professional students in all aspects of the class teacher leadership behavior in the class are significantly higher than those in the general students with poor performance;(4)The average scores of students serving as student cadres in caring for students,daily management,and class construction are significantly higher than those of secondary vocational students who do not serve as student cadres;Fourth,the class atmosphere of Shanghai secondary vocational schools is generally good.It has reached a high level in teacher-student relationship and class organization,and is slightly lacking in peer relationship.It shows that in the optimization of class atmosphere,secondary vocational schools should focus on improving peer relationships and enhancing trust,friendship and intimacy among peers;Fifth,there is a significant difference in the status of class atmosphere in Shanghai secondary vocational schools at the grade level,whether they serve as class cadres,class size,school system,and other background variables:(1)Grade 3 scores at teacher-student relationship are significantly higher than grades 1 and 2;(2)The students' cadres' average scores in teacher-student relationship,peer relationship,and class organization level are significantly higher than that of non-student cadres;(3)Classes with scale of 10-20 people,20-30 people,and 30-40 people scored significantly more in the three levels of the class atmosphere than the class average score of 40 or more;(4)The scores of peer relationship and class organizations in the 3+2 academic system are significantly higher than those in the 3-year school system;Sixth,from the results of relevant analysis,There is a high degree of positive correlation between the level of caring for the students,class construction,the moral education of the PM-type working class teacher and the level of the class atmosphere;there is a high degree of positive correlation between the class management level and the class atmosphere of the P class middle-class class teacher;there is a high positive correlation between the level of class construction and the level of moral education and the atmosphere of the class in the M-class middle-class class teacher;there is a high positive correlation between the level of teaching behavior of the pm-type class teacher and the level of the class atmosphere;Seventh,from the results of the difference analysis,the best performing teacher-student relationship,peer relationship,and class organization level in the class atmosphere are the PM-type mid-level class teachers,followed by the P-type mid-level class teachers,and the third is the M-type middle class,the last is the pm-type mid-level class teachers;Eighth,from the results of regression analysis and path analysis,the different types of the class teacher leadership behavior in secondary schools have different predictive forces for class atmosphere,The class construction of the PM's class teacher leadership behavior has a significant predictive effect on the class atmosphere.The class management of the P-type class teacher leadership behavior has a significant predictive effect on the class atmosphere.The moral education and caring for the students of the leadership behavior of the M-mode class teacher has a significant predictive effect on the class atmosphere.The teaching behavior of the pm class teacher behavior has a significant predictive effect on the class atmosphere;Ninth,judging from the results of the overall analysis,there is a direct and significant positive impact on the level of teacher-student relationship of the class atmosphere in the aspects of caring students,teaching behavior,moral education,and class construction of the class teacher leadership behaviors in the secondary vocational schools;there is a direct and significant positive effect on class teacher leadership behaviors in class construction,teaching behavior,caring for students,and class management faced with the peer relationship of class atmosphere;there is a direct and significant positive effect on class teacher leadership behaviors in class construction,teaching behavior,caring for students,class management and moral education faced with the class organization of class atmosphere.From the above research conclusions,it can be seen that the class teacher leadership behavior in the vocational school include P functions and M functions,and the atmosphere of the class led by the PM class teacher is the best.There is a positive correlation between teacher-student relationship,peer relationship,class organization level of the class atmosphere and the teaching behavior,caring for students,class norms,class construction,moral education of the leadership behavior of class teachers.Based on this,the author takes of the class teacher leadership behavior in secondary vocational schools as the starting point,and proposes measures and suggestions for improving the P and M functions of the class teacher leadership behavior in order to help create a positive and friendly class atmosphere: the first,optimize the teaching behavior of class teachers;second,improve class management strategies,third,attach importance to the education of behavioral cultivation of secondary vocational students;the fourth,strengthen the moral education of secondary vocational students;the fifth is to establish a correct view of students;the sixth is to strengthen the class construction.