Narrative Research On The Professional Development Of Rural Middle School Principals ——Take The Headmaster Of Y Middle School In Town A As An Example

With the implementation of the national rural revitalization strategy,the development of rural education has received widespread attention in the field of education,and the professional development of rural school principals has a profound impact on the level of rural education development,and the related investigation work is of extraordinary significance.The principal of a rural school can directly determine the management ability of the school and the level of education of students,and the level of professional competence possessed by the principal will also directly determine the quality of running the school.According to literature and research information,the quality of compulsory education in rural areas of China is generally low and far from that in urban areas,and one of the reasons for this situation is the low level of professional competence of principals in rural primary and secondary schools.Therefore,according to the current situation,research on the topic of professional competence enhancement of rural school principals has far-reaching implications for the future development of rural education in China.This study demonstrates,through educational narrative research,the continuous development of an ordinary rural secondary school principal in the process of the development of rural education at the grassroots level in China,gradually developing a grassroots rural secondary school with a combined school and backward educational conditions into a more typical rural secondary school in the region that achieves the same teaching quality as urban schools and a highly improved educational environment,reflecting from the side the professional development of rural principals in China.The analysis of this case shows the real situation of the professional development of Chinese rural principals,the real emotion of the principals in developing rural education,and the more active role of principals in the reform of rural education.The case study analyzes the thirty-year-long educational experience of Principal Y.The paper presents a narrative of the principal’s experience in terms of parenting and management,and recreates key events in the development of basic education for front-line rural secondary school principals.The thesis as a whole is divided into four major parts: the first part is a narrative of Principal Y’s journey from a basic teacher to a school leader,with a detailed account of what Principal Y did and the path he chose before and after his tenure as principal;the second part is a narrative and analysis of specific instances of Principal Y’s development and the impact on school development when he formally entered a general rural secondary school;the third part is return to the developmental experiences of the individual principals themselves to understand their professional development and changes in thinking over the course of their tenure.The research methodology used in this study allows the reader to better integrate the article into the reading process,allowing the reader to form a sense of the principal as the core of education.