Execution is the realization of 100%. It is a high degree of consistency between the expected goal and the final result. Without the implementation of 100%, what middle-level cadres do is to complete the task rather than implement the results. So how to improve the execution of middle-level managers in schools?

First, the executive power of middle-level cadres is the guarantee of school system implementation.

Most of the school's systems, measures, education and teaching activities need middle-level cadres to implement and promote. Middle-level cadres are not only advocates of institutional measures, but also inspectors and practitioners. Middle-level cadres are often a special group. They belong to both school management and front-line practitioners. They are the middle end of management and the forefront of front-line teachers. Middle-level cadres should undertake the important tasks of propaganda and advocacy of institutional policies, model demonstration and process inspection and assessment. The majority of teachers will take the demonstration of middle-level cadres as a yardstick to measure their work. The demonstration ability and process inspection and assessment of middle-level cadres are related to whether the system measures can be truly implemented. Therefore, the executive power of middle-level cadres is the guarantee for the implementation of the school system.

Second, the execution of middle-level cadres is the premise of school decision-making.

Most school decisions need to be implemented and executed by middle-level cadres. Often a school's decision, especially if it touches the interests of some people or changes the inherent working conditions of some people, will be met with incomprehension and resistance from below. At this time, if middle-level cadres can set an example, do more explanation and communication, and slowly do not understand will become understanding, and the resistance will be eliminated. On the other hand, if middle-level cadres let it go, or even add fuel to the flames individually, then the final decision will be shelved.

Third, the execution of middle-level cadres is the key to establish a healthy atmosphere in schools.

In a school, if middle-level cadres can unite as one, be rigorous and pragmatic, and conscientiously implement the school's decisions, the school atmosphere will be positive. On the other hand, if the middle-level cadres do not perform well, communication and guidance are not in place, and they cannot set an example, it will inevitably lead to a bad atmosphere among the school staff, competing for interests, shirking each other at work, and blaming each other for problems. Complaining and thinking at work, excuses and devotion, complaining and discussion, being unable to get up or down, complaining to each other, gossiping when something goes wrong, and failing in integrity, the school will fail.

Fourthly, the executive power of middle-level cadres is the key to the success or failure of school teaching reform.

A good manager should not only make the right decision, but also ensure that the decision can be implemented in time and smoothly. A good middle-level cadre can make up for the deficiency of the scheme, and a perfect scheme will often fail in the hands of middle-level cadres who lack execution. Good middle-level cadres should not only ensure the timely implementation of school-level decisions, but also correctly understand the decisions, so as to keep the implementation process on a normal track without big deviation and ensure the long-term effectiveness of implementation. A good middle-level cadre should not only implement the decision in time and correctly, but also pay close attention to the implementation process, find problems in time, solve them and even help correct the decision, so as to successfully complete the task and achieve the expected results. On the contrary, if middle-level cadres can't do the above, then even the best reform will give up halfway, because there are always difficulties and obstacles in reform, and any reform needs middle-level cadres to carry out it to the letter.

Five, how to improve the execution of middle-level cadres

1, competition for posts, pre-job training, the first good middle-level cadres.

Winning over middle-level cadres first is related to the construction of the school team and is the top priority of school management. Schools should communicate with each other according to job requirements. Through job competition, on the one hand, it can stimulate progress, on the other hand, the selected middle-level cadres can be recognized and trusted by teachers. Excellent teachers are not necessarily excellent middle-level cadres.

Therefore, we must conduct pre-job training for middle-level cadres. Let the selected middle managers understand their role orientation, their tasks and responsibilities, their efforts and work priorities.

2. Implement scientific evaluation and incentive mechanism to promote its progress.

Reward and punishment is an indispensable and important means in target management. The performance of middle-level cadres should be combined with rewards and punishments. The more perfect the reward and punishment method, the greater the incentive effect on the faculty. Schools should evaluate middle-level cadres qualitatively and quantitatively, mobilize their enthusiasm for work through evaluation, and promote their execution through evaluation. Every semester, all teaching and administrative staff should be allowed to conduct democratic evaluation on all middle-level cadres, and the evaluation grades are divided into unqualified, qualified, good and excellent. Middle-level cadres who fail to pass the examination are no longer suitable for their posts in principle and should be considered for replacement.

3. Strengthen training to improve the personal ability and ideological quality of middle-level cadres.

Schools should take advantage of various opportunities to train middle-level cadres. Training includes not only teaching business training and class work training, but also management science training and post responsibility training. Through training, the middle-level leaders' professional ability is improved, and their prestige among the masses is also enhanced. At the same time, arranging middle-level cadres to go out for training not only achieves the purpose of training, but also enables middle-level cadres to rest and adjust through going out for training, thus achieving better working conditions.

4. Pay attention to communication and build the team spirit of middle-level cadres.

Middle-level cadres are busy with their own teaching work and administrative tasks assigned by the school, which is difficult and heavy, and will form job burnout after a long time.

Principals should communicate with middle-level cadres more, pay more attention to their advantages, encourage, accept or kindly remind them of their shortcomings in their work, and care more about their work and life. The introduction of major management measures should fully solicit the opinions of team members and allow them to speak freely in the discussion and raise questions from different angles. And take different opinions seriously to make management measures more perfect. In this way, management measures can become the crystallization of collective wisdom, so that everyone has a sense of identity, mutual respect and mutual encouragement. At the same time, the headmaster should treat all middle-level cadres equally, not favoring one over the other, and let all departments perform their duties, cooperate with each other, communicate with each other, and form a joint force. All the work in the school can be truly implemented.

What abilities do middle managers need to improve?

1, improve understanding

Understand the laws of education. As a discipline, education is scientific and regular. As an educational administrator, we must understand the basic educational laws, practice, publicize and discover the laws on the road of pursuing scientific truth, take the lead in setting an example, and truly realize the requirements of practicing educational laws.

Understand the orientation of the school. The work of this department is carried out in the field of the school, and we know something about the development history of the school. It is also necessary to look at the orientation of work and the possibility of breakthrough from the development orientation of the school. Try to look at the problem from the time node of school development, stick to cultural traditions, get rid of accumulated disadvantages, open up new fields, find new growth points and promote work.

Understand the intentions of superiors. To realize the independent innovation of work, we must first understand and implement the intention of superiors. Seriously study the spirit of each semester's education administrative meeting, and incorporate the working ideas of relevant departments of education administration into the work plan of this department in time to reduce the blindness of work. Educators don't run schools by the principal alone, but the principal leads a group of people (including middle-level managers), so the understanding of the principal's school-running thought determines the contribution of middle-level educators in running schools. Understand the spirit of the instructions of the vice principal in charge, and make clear the working path in combination with the reality.

2. Improve planning ability

Every semester's work plan should be taken seriously. It is not advisable to repeat others, and repeating yourself will also bring closed and inefficient disadvantages to the work. After setting the position around the center and the overall situation, we mainly think about how to creatively implement and present new ideas, new carriers, new measures and new systems.

There is a lot of paperwork to be done in the middle school work. Planning copywriting should stand at a certain height, cultivate the sensitivity to words, express ideas through accurate words, and have a high conception of topic selection, so as to promote the normal work of the department. On the premise of recognizing the promotion of activities, it is mainly to form a perfect planning scheme for every link that should be considered as much as possible in the activity planning.

3. improve execution.

"The principal thinks, the vice principal thinks, and the middle level implements". As a middle-level, to do something tangible, the executive power of middle-level managers is directly related to the quality and efficiency of work.

The executable file is not deformed. The work of the school is still arranged by the superior, so according to the principle of hierarchical management, the communication from the superior is generally approved by the principal to the vice president or directly to the middle level, and finally carried out by the middle level. The document has certain seriousness and compulsion. It is necessary to comprehensively and profoundly grasp the matters involved in the document and implement it in combination with the actual situation of the school and department. It is mainly about understanding and execution, rather than choosing and escaping.

There is no discount for the implementation of this resolution. Some things in the school will be handed over to departments or middle-level individuals. We should find out our intentions and implement this resolution to the letter. Doing a good job in the school is no less than finishing the work assigned by the superior, because these things are the problems that are closest to the reality of the school and need to be solved urgently. Doing these things well can make the work of the school move forward.

There are no errors in the execution plan. We should carefully consider the semester work plan and activity planning scheme, and strive to be more operational on the basis of careful consideration. When entering the implementation stage, we should seriously implement the plan step by step and do things well.

4. Enhance feedback

This ability is put forward in a relatively complete management process, that is, from planning and launching to implementation and reflection, it should be a relatively closed cycle, and then enter the next cycle. If the last link is missing, it may make the behavior behind it flat and inefficient.

Self-feedback-improve self-efficacy. When a thing is finished, we should reflect on the gains and losses and form experience, so that we can not only strengthen our confidence and have a sense of efficiency, but also find out the shortcomings in our work in time, so as to improve our work and make progress.

Leadership feedback-enhance the sense of support. There are two ways, one is to report feedback to the leader actively, and the other is passive feedback. Either way, leaders can make positive or negative comments on this matter and consolidate their attention to the work in this field. Communication and evaluation have a good support and auxiliary function for future work.

Teacher's feedback-enhancing coping consciousness. No matter how strong a middle-level ability is, it is impossible to do things well without the mass base. Listening to others will make everyone think and do things, so that things will be greatly improved and teachers' reaction ability will be improved.

Understanding is the foundation, planning is the key, implementation is the key and feedback is the guarantee. Consciously study and improve the "four efforts", and the work will be completely new.

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