A Study On The Competence Of Middle School Head Teachers In Home School Co Education

In recent years,the country has issued a series of documents,emphasizing the importance of close family school connections and forming educational synergy.The new era of education proposes the goal of comprehensive development,which requires close cooperation between school education and family education,playing the key role of class teachers,and promoting family school co education.At the same time,the management status of middle school students in terms of learning,physical and mental development,and life activity organization needs to strengthen the efforts of home school co education.A homeroom teacher is the link between family and school.Improving the competence of a middle school homeroom teacher in co education is an inherent requirement of education in the new era,and it is also the key to strengthening the construction of the teacher team and achieving development goals.The competence of a junior high school homeroom teacher in promoting cooperation between family and school education,coordinating the relationship between family and school,and organizing the implementation of home-school education is the overall personal ability of the teacher to apply relevant knowledge,skills,attitudes,personality traits,and other factors to achieve the expected goals.It enables junior high school homeroom teachers to play the role of organizers,communicators,and coordinators of educational work under the guidance of the concept of home school co education,and efficiently implement work such as home school interaction and exchange,resource sharing,division of responsibilities,and collaborative education,promoting the comprehensive development of students.This article takes H County in Hubei Province as an example for empirical research,and collected 345 valid questionnaires.Through data analysis using SPSS26.0 software,it was found that the average total score of the home-school collaborative competence of middle school homeroom teachers is 4.088,which is generally at a good level.There are significant differences in the competency of home-school co education among junior high school homeroom teachers in four aspects: gender,age,teaching experience,and years of work as homeroom teachers.There are the following problems in the competence of middle school home-school co education: having mastered basic knowledge,but seriously lacking theoretical and practical knowledge;Having good empathy and problem-solving skills,but lacking in self-directed learning ability;Emphasizing family school co education but lacking motivation,some parents who do not cooperate have a negative impact on their enthusiasm;Has a high level of self-confidence,and personal traits need to be further developed.According to the theory of overlapping influence domains,there are four factors that affect the competence of home-school co education in junior high school homeroom teachers: Firstly,factors such as homeroom teachers’ own educational philosophy,work experience,educational background,and professional background.Secondly,the importance attached by the school,the training of home school co education skills,and the support of colleagues and the community.Thirdly,the level of trust,support,and cooperation from parents.Fourthly,specific guidance from superior supervisory departments,and fostering a social atmosphere of family school collaboration.In response to the problems in the competence of home-school co education among junior high school homeroom teachers,this study proposes the following strategies: firstly,supplement the knowledge of home-school co education among junior high school homeroom teachers: incorporate the knowledge of home-school co education into pre job training;Improve the home school joint education and training mechanism.The second is to comprehensively enhance the home-school co education ability of the homeroom teacher: pairing mentors and apprentices,promoting growth together;Establish a self reflection mechanism and regularly reflect on the work of home school co education.The third is to stimulate the motivation of middle school homeroom teachers to cultivate together: setting various rewards and increasing humanistic care;Create a strong atmosphere of home school co education.The fourth is to cultivate personal traits of home-school co education among homeroom teachers:to strengthen professional dedication and enhance a sense of responsibility;Establish a family school collaborative evaluation and incentive mechanism to stimulate achievement motivation.