1. Respect teachers and establish teachers' dominant position-arouse their feelings.
Teachers are the main body of school education. Without the hard work and dedication of teachers, there is no basic guarantee for teaching quality and running schools. Therefore, the primary goal of school management is to respect teachers, establish teachers' dominant position in school work, stimulate teachers' feelings of loving school and students, and mobilize teachers' internal motivation to teach and educate people.
(1) Understand the labor characteristics of teachers and pay attention to their spiritual needs.
The teaching profession is a professional profession with considerable autonomy. Teachers' work is collective work full of individuality and creative work based on autonomy. On the whole, teachers are people with high scientific and cultural knowledge, high self-education and self-management ability and self-realization as the leading value orientation. The most striking feature of teachers' needs is the close combination and high unity of strong spiritual needs and necessary material needs. As teachers of intellectuals, they have material needs, and they hope to get economic treatment that matches their own labor value, but their material needs contain rich spiritual content. For example, they need spacious housing in order to have a quiet study space and working environment for themselves; They need advanced experimental instruments and automated office equipment in order to give full play to their talents and wisdom in the practice of creating spiritual wealth and obtain new information needed for study and work in time; They need higher material treatment, but they need more respect. They are engaged in creative spiritual labor, and their subjective spirit and independent consciousness of creating spiritual wealth should be fully affirmed and respected. Although they came to private schools, their status as teachers has not changed, nor has the nature and characteristics of their creative work. Therefore, teachers can't be regarded as "wage earners", and we can't ignore the laws of education itself and demand teachers' work for quick success and instant benefit. The administrators of Guangdong Bowen School first fundamentally change their attitude towards teachers, show affection for teachers, show care, love, enthusiasm and sincerity to teachers all the time, and communicate, understand and trust with teachers. The school has established and improved the system of school trade unions and staff congresses, allowing teachers to participate in school management, strengthening teachers' sense of ownership and diluting the concept of "wage earners"; School leaders and school boards are very concerned about teachers' spare time life, provide convenient and thoughtful life services for teachers, and organize teachers to carry out various activities beneficial to physical and mental health, such as the "four services" activities widely carried out in logistics work, one of which is "serving teachers", which has been welcomed by teachers.
(2) Create an atmosphere of respecting teachers and loving students, and create a harmonious interpersonal environment.
While emphasizing that teachers should love students, they should also educate and guide students and their parents to respect teachers, their personality and their work. Don't simply regard the relationship between teachers and students as the relationship between "serving" and "being served", let alone regard the growing students who need teacher education and guidance as the "God" of teachers. On the basis of establishing an equal and harmonious relationship between teachers and students, we should fully respect teachers' leading position in education and teaching, respect teachers' right to speak and manage in the process of educating students, and ensure teachers to exercise their right to handle educational accidents reasonably and properly, including the right to implement necessary and appropriate compulsory education measures for students who violate discipline. School administrators should devote themselves to creating a harmonious interpersonal space, advocate "love" as the leading factor on campus, and people should respect each other, help each other, learn from each other, and be considerate of each other, so that all employees can work with ease and energy. Guangdong Bowen School has carried out in-depth activities of "loving students and being dedicated" and "respecting teachers and loving the school" among teachers and students. Every Teacher's Day, there is bound to be an upsurge of "I love teachers" on campus. In the school rules formulated by the school, it is also specifically stipulated that "no contradiction to the teacher". At the same time, take various measures to deepen the feelings between teachers and schools, and form a harmonious and positive atmosphere, thus enhancing the cohesion of schools.
2. Care for teachers and improve the system of protecting teachers' rights and interests.
The key factor affecting the quality of school education and teaching is the level of teachers, but a high-quality teacher team may not necessarily ensure that school education has high social benefits. If teachers "have Cao Ying in mind and the Han Dynasty in mind", feel uneasy about their duties, are half-hearted and do not contribute to their work, the quality of school education will definitely decline. To stabilize the teaching staff, it is necessary to relieve teachers' worries, reassure teachers and fully mobilize their initiative and enthusiasm.
(1) Strive for the guidance and support of the government to solve the problem of the attribution of teachers' personnel relations.
School administrators should seriously study and understand a series of policies and regulations promulgated by the state to develop private education, and improve their own policy level and awareness of administering education according to law. In accordance with the relevant national policies and laws, strengthen communication and contact with government departments, actively strive for the guidance and support of education departments and government personnel departments on teacher management, and strive for their participation in the appointment and management of school teachers, such as bringing the introduction and appointment of school teachers into the local talent planning, treating them equally with local public teachers, and helping to solve problems such as the ownership of teachers' personnel relations, file management, and promotion of professional titles. Guangdong Bowen School has received strong support from the education authorities in this regard. All the backbone teachers who have been officially transferred after strict examination and the recent college graduates introduced according to relevant regulations are brought into the unified management of the Personnel Department of the Education Bureau, and enjoy the same treatment as local public teachers in terms of appraising teachers' qualifications, professional title evaluation, file salary promotion and business training.
(2) Improve the protection mechanism of teachers' interests in accordance with the law to relieve teachers' worries.
Schools should strictly follow the relevant provisions of the state to standardize teacher appointment procedures, sign and perform employment contracts in accordance with the law, ensure the stable working treatment of teachers in accordance with the law, and handle various social insurances for teachers in accordance with the regulations. In order to relieve teachers' worries, Guangdong Bowen School asked the Education Bureau to notarize and made a promise to teachers to "ensure that teachers enjoy the treatment no less than that of retired teachers in the same public schools". At the same time, they also improved the treatment of excellent teachers and greatly mobilized the enthusiasm of teachers by reforming the personnel system and salary distribution system of the school. The school has also done a lot of work in safeguarding the legitimate rights and interests of teachers through trade unions, teachers' congresses and other forms.
3. Cultivate teachers and build a platform for teachers' professional development-increase wisdom.
While hiring teachers, private schools should also pay attention to teachers' professional development from a long-term strategic perspective, constantly create conditions to improve teachers' professional ethics, develop teachers' abilities, promote teachers' professional growth, and build a team of teachers with good ethics and strong skills.
(1) Strengthen the construction of teachers' morality, and guide teachers to maintain the true qualities of people's teachers.
Private schools have a short running time and teachers come from all corners of the country. Of course, they will bring good experiences from all over the country, and inevitably there will be various problems arising from different requirements and habits, different educational methods and levels. In addition, because the environment has changed, teachers' ideas are also changing, which will inevitably lead to deviations in educational thinking. Therefore, from the reality of private schools, strengthening teachers' morality education is still the primary task of the construction of teachers in private schools. The focus of teachers' moral education in private schools should be to educate teachers to adhere to socialist educational beliefs, adhere to the professional ethics of people's teachers, and maintain the true colors of people's teachers. It is necessary to strengthen teachers' professional pride and emotion in working in private schools, and let them realize that they are glorious people's teachers wherever they go, and they all contribute to the cause of socialist education. It is more important and sacred to come to private schools. Private schools should unite and guide teachers to form common educational values with correct school-running ideas. For example, Guangdong Bowen School clearly puts forward the school-running concept of "being responsible for every parent and making every student grow up healthily", which has become a program of action for teachers to regulate their own educational behavior. In the process of practicing this school-running concept, teachers' professional ethics have naturally been improved. Help teachers correctly handle the relationship with work, students and their parents, colleagues, leaders and schools in the new environment. Through various forms of teachers' moral education activities, teachers can find their lost selves, rebuild their self-confidence and raise the sail of educational ideals again.
(2) Strengthen teachers' ability construction and promote teachers' professional development.
Teachers' ability is the necessary knowledge and talent for teachers to carry out education and teaching activities, which directly affects the quality of education and teaching in schools. At the same time, teachers' sense of professional growth and accomplishment also directly comes from the improvement of their own teachers' ability. Managers of private schools should encourage teachers to boldly carry out educational science experiments through strengthening the routine management of education and teaching, and through down-to-earth daily school-based teaching and research activities, especially taking the new curriculum reform as an opportunity to promote the improvement of teachers' educational and teaching ability. Schools should also create conditions and opportunities for teachers to participate more in foreign academic exchanges and learning activities, encourage teachers to continue their professional studies, consciously update their professional knowledge, and strive to become scholars, research-oriented and expert teachers. The "famous teacher project" of Guangdong Bowen School has promoted the rapid growth of a large number of outstanding teachers.
4. Encourage teachers and establish a dynamic mechanism to support teachers' work-guide them to participate in it.
The choice of incentive means in school management is essentially to provide dynamic support for teachers. Where does the motivation for people to work come from? Modern humanistic management psychology believes that people's work motivation stems from the satisfaction of their own needs, and needs are the driving force of behavior. Therefore, it is an effective way to guide teachers to pursue progress and constantly improve themselves by understanding and studying the characteristics of teachers' needs, taking corresponding measures to meet them, rebuilding the incentive mechanism and providing inexhaustible motivation for teachers to do a good job in teaching and educating people.
(1) Based on material incentives, continuously improve the economic benefits of excellent teachers.
Establish a scientific evaluation mechanism, and link rewards and punishments with achievements, that is, pay more for more work and reward excellent teachers, so that the treatment of excellent teachers can be continuously improved. Teachers' work performance should include the number of teachers' work and the quality of education and teaching, which includes the quality of educational research achievements and the quality of students' studies. Therefore, it is necessary to comprehensively evaluate the actual contribution of teachers' work, rather than just evaluating teachers from a certain aspect, especially from students' examination results, to determine rewards and punishments. In addition, the requirements for teachers' performance should not be too high. Teachers' limited job responsibilities should be defined realistically, and the work goals that teachers should achieve should be put forward according to law. In the operation of performance management, it is particularly important to establish a scientific evaluation mechanism and formulate a comprehensive and reasonable evaluation scheme, which is the basis for schools to successfully evaluate teachers' performance. The investigation on the evaluation model and function of primary and secondary school teachers in Guangdong province shows that three problems should be paid attention to in constructing the evaluation model of school teachers. First, the evaluation index must be comprehensive and reasonable. Second, in order to achieve the best combination of qualitative and quantitative, the overall qualitative and quantitative evaluation methods are not desirable. Third, we should not only pay attention to the reward and punishment function of evaluation. Giving full play to the improvement function of evaluation is more important and meaningful than the reward and punishment function to some extent. In recent years, the author's school adopts the method of overall planning of quality and quantity to comprehensively evaluate teachers' work performance, that is, to balance the above factors, calculate the actual contribution rate of teachers to school work, and reward teachers accordingly, which has been widely recognized by teachers and played a certain role in stimulating teachers' work enthusiasm and enhancing their sense of responsibility.
(2) Guiding teachers' progress with spiritual rewards as the leading factor.
As intellectuals, teachers' spiritual needs are at the highest level of their demand structure, which is the basic feature that distinguishes teachers from other social roles. Teachers' pursuit of spiritual enjoyment and value realization is superior to the pursuit of material interests. Their spiritual needs are always accompanied by material needs, and once the material needs are slightly met, they will be immediately highlighted. This is why some teachers have shown new requirements for the environment while getting just increased wages. As herzberg said, salary is a health care factor, which can only temporarily eliminate dissatisfaction, but it can never be truly satisfied. The lasting motivation can only be spiritual encouragement. School administrators should be good at attracting teachers to participate in the formulation of school development planning and business strategy, guiding teachers' personal growth goals with school development goals, forming teachers' sense of identity and inspiring teachers' sense of responsibility and mission; It is necessary to deepen the reform of school education and teaching, make education and teaching more abundant and challenging for teachers, improve the charm of education and teaching itself, and stimulate teachers' sense of accomplishment and success; It is necessary to plan the talent strategy of the school, create conditions to promote teachers to become famous and talented, make contributions in their posts, establish and improve the dynamic mechanism of talent promotion in the school, and stimulate teachers' sense of self-growth and life value. All these constitute the incentive factors in school management and provide teachers with a steady stream of spiritual motivation. Of course, spiritual strength is still inseparable from material carriers, but compared with material strength, it plays a leading role.
(3) Information motivation is a supplement to promote teachers' professional growth.
Information power is essentially a supplement to spirit. As a group of teachers who pay attention to self-realization, they have special needs for information, which is closely related to their spiritual needs. Teachers have a strong desire for new and rich information for the needs of their own growth, for their own needs of never falling behind, and for their own flourishing career. School administrators should provide teachers with opportunities to receive information in a planned way, such as further study, inter-school communication, study tour, interpersonal communication, sightseeing, etc., and create and provide conditions for teachers to update their knowledge, improve their quality and grow their business. While stimulating their sense of urgency, they can eliminate their discomfort and fear of fierce competition through the support of information. In this way, teachers will devote themselves to their work with greater enthusiasm and self-confidence, and support and support various reforms in the school.