Because the early school education and management are integrated, the school management theory is always integrated with the school education theory or included in the relevant discussion of education or administrative management. Xue Ji, a monograph on China's educational theory, published more than 2,000 years ago, has clearly and concretely expounded the purpose of running a school, school system, educational management, student management, opening ceremony and educational guidance. It was published more than 800 years earlier than 17 th century Czech educator Comenius's Great Teaching Theory. 300 years earlier than quintilian, an ancient Roman educator, he summed up his teaching practice in rhetoric schools, which is called "one of the earliest works closely related to school practice" in the history of education. Therefore, the theory of school education and its management originated and developed in China.

The theory of school education and its management is more scattered in the policies and regulations formulated for education management in past dynasties in China, the unique management ideas put forward by various factions and their corresponding works. All these have laid a foundation for enriching and perfecting school education and its management theory.

However, it is a relatively modern thing to study school management as a specialized knowledge and form an independent discipline. Scholars at home and abroad can't see the exact time, but it is generally considered as the end of 19 and the beginning of the 20th century. This is because with the development of society, school education is paid more and more attention, its development is more and more common, and its level, scale, relationship and management content are more and more complicated. Therefore, more and more standardization and rationalization of management are required, and a set of scientific organizational arrangements and more effective methods or measures are needed. Therefore, management activities were relatively independent of school education at the beginning, and school management gradually separated from pedagogy and became an independent discipline with the continuous differentiation of disciplines.

During the late Qing Dynasty and the early Republic of China and the democratic revolution, school management had a set of corresponding rules, regulations, policies and decrees. The department was established in the late Qing Dynasty, and the school charter was promulgated in 1903. After the Revolution of 1911, the government of the Republic of China was changed to the Ministry of Education, and the Regulations on School Management was promulgated in 19 12. In the same year, the Primary School Order, the Secondary School Order and the Normal Education Order were promulgated. At the same time, school management is taught as a subject in normal schools. During this period, foreign countries, such as Japan, the United States and some western European countries, have published theoretical works on school management. 190 1 year, China scholar Zhou Jia Shu introduced the translation of School Management Law edited by Japanese Keiichi Tanaka to China. 1903, Darden, USA published the monograph School Management. 1908, Darden and Snyden jointly published American Education Management. At the end of 19, Stein, France, published a book on education administration and education system. This shows that school management has become an independent discipline.

Since then, the research of school management theory and its works have appeared constantly. The influential monographs in 1930s and 1940s in China include Du Zuozhou's Principles of Education and School Management published by 1935 and Luo Tingguang's Educational Management published by 1943.

After the founding of New China, due to specific political factors and the influence of mechanically copying the educational theory of the former Soviet Union, school management as a discipline has not received due attention for quite some time. During this period, school management is mainly to implement a series of policies and decrees promulgated by the party and the government and continuous central tasks.

Therefore, with the exception of 1959 Guo Lin's Lecture on Administrative Leadership and Management in Primary Schools and 1962's School Management and Leadership (Discussion Draft), the theoretical research and discipline construction of school management have made little progress.

This situation did not change until 1978 after the Third Plenary Session of the Eleventh Central Committee. With the shift of the party's work focus and the reform and opening up, management has been paid more and more attention, and the on-the-job training of management cadres at all levels has also been put on the agenda, so school management has become the main course to train school cadres. Therefore, the colleges of education in various provinces and cities have made unique contributions to the reconstruction and development of this discipline.