Why Does The Educational Administrative Force Restrict The Improvement Of The Leadership Of Middle School Principals

The principal is the legal first responsible person of the school and the leader of the school construction and development.Principal leadership has an important influence on the development of a school.Meanwhile,principal leadership itself is also influenced by external forces.Educational administrative power is one of the important external factors.It is an important support of the principal's leadership and plays a positive role in promoting the principal's school leadership.Meanwhile,in recent years.in the field of educational management research and practice,more and more people have criticized the limitation of educational administrative force on principals' leadership.However,as to how this limitation occurred,the relevant exploration is not systematic and detailed enough.The purpose of this study is to investigate the framework and process 01' how educational administrative power influences the improvement of principals' leadership.Taking principal L as the case,through in-depth interview and field observation,the study constructs the "three forces" framework--power,energy and ability--that educational administrative forces influence the leadership of principals.Firstly,the educational administrative power limits the power of principals.This is not to say that the President has no power at all,but that the educational administrative force has not fully delegated the power that the President should have,which is embodied in three aspects:personnel management power,the right to use funds and the right to education and teaching.Secondly,the educational administrative force distracts the principal's energy.Under the current educational administrative system,the principal,as the primary responsible person of the school,has "endless meetings","endless things" and faces "endless responsibilities".These factors distract the principal's limited energy,reduce the principal's time to concentrate on thinking about school development,and cause some troubles to the full realization of the principal's leadership.Finally,the educational administrative power hinders the development of principals' ability.The effectiveness of principal training is not high;The cautious and cautious administrative culture makes the work of principals tend to be conservative and inhibits the innovative vitality of principals.The bad administrative cycle leads to the principal's contradictory psychology of complaining and expecting the educational administrative power,which is not conducive to the improvement of the principal's governance ability.It is urgent to promote the leadership of middle school principals in the region through the reform of regional education administration.Therefore,the reform of regional education administration should focus on the construction of service-oriented education administration,change the role of education administration departments,from managers to equal partners,in order to build an equal relationship between the two sides.First,change the concept of subtraction,through the establishment of service concept to reduce the external intervention of the principal.Secondly,decentralization and addition of powers should be carried out to endow the principal with the space to manage the school autonomously,which requires unimpeded access to the principal's personnel opinions and feedback,guarantee the necessary use of funds,and support the principal to implement personalized leadership.Then?we should strengthen the guidance of multiplication,stimulate the leadership of principals.carry out effective training for principals,and optimize the evaluation index system of principals.Finally,optimize the division of organization,promote distributed leadership,improve the selection criteria of principals,and promote the flattening of management mode.