Study On Content Elements And Impact Factors Of Teachers' Self-Management In High-Performing Schools

At present,it's highly proposed by some scholars that the construction of high-performing schools be promoted in order to solve the problem of balanced development of high-quality compulsory education.There is no doubt that good schools need good teachers.It is the overall quality of teachers that restricts the development of education.Therefore,the construction of a scientific and efficient teacher management system and the training of high-quality and innovative teachers should be the top priorities of the current management of high-performing schools.What's more,complexity,creativity and implicity are the unique characteristics of teachers' labor,in which external management can not play a direct role.So a scientific and efficient teacher management system should include both management of schools and teachers' self-management so that the two can complement each other perfectly.However,in the process of current construction of new high-performing schools in China,managers pay more attention to the overall development of schools and the subjectivity of teachers is often neglected in both school management and teachers' professional development.Domestic researchers do little in teachers'self-management,and empirical research on factors influencing teachers' self-management is even less.In view of this reason,this study takes the teachers' self-management in high-performing schools as the research subject;and conducts an empirical study on the relevant content of its management.The main contents of this study include the content elements of teachers'self-management in high-performing schools and factors influencing teachers' self-management in high-performing schools.The data were collected through literature analysis;pre-test and formal questionnaire survey.Questionnaires were distributed to three high-performing schools in Tianjin,and online questionnaires were conducted to one high-performing school in Shanghai.The study members were teachers engaged in front-line teaching work.A total of 179 valid questionnaires were recovered.Then SPSS17.0 software was used to conduct exploratory factor analysis,difference analysis of demographic variables and potential variable path analysis on the data.The main conclusions of the study are as follows:Firstly,the teachers' self-management in high-performing schools covers five dimensions,namely,ability management,morality management,behavior management,knowledge learning management;mood management.Secondly,the five dimensions score an average of 3.94±0.25 points.Among the five dimensions,their morality management is at the top level.At the middle level are their moodmanagement,ability management and behavior.At the bottom level is their knowledge management.Thirdly,the potential variable path analysis shows that the impact factors from schools which affect teachers' self-management,include schools' information share,schools' culture and leaders' personal quality;the impact factors from teachers are their self-esteem and proactive personality.The results of multiple-choice analysis on the major obstacles to teachers'self-management show that the impact factors are,from strong to weak,social environment,school management measures,teachers' cultural atmosphere and personal character.In addition there are significant differences between the five dimensions in demographic variables.Among all the impact factors,it is found that teachers' self-esteem has the largest influence on five aspects of teachers' self-management.Finally,this study puts forward some advice on specific countermeasures for the country,high-performing schools and teachers based on the conclusion and the deficiencies in the research as well as some attentive problems in the future are discussed.