Thesis title: On school management decision-making and its optimization.

Last name: Wang Jianlin.

Instructor: Chen Ping

Major: education management major.

Grade: Grade 2007

Category: junior college

Learning Center: Zhongshan Teaching Center

Completion time: June 65438+1October 65438+September 2009.

Online College of Beijing Normal University

On school management decision-making and its optimization

-Take a primary school in Zhongshan as an example.

Abstract: the decision-making level of a school is directly related to the management efficiency of the school. Since the implementation of the principal responsibility system in primary and secondary schools, the efficiency of administrative and transactional decision-making in schools has been greatly improved. However, in the face of the rapid development of knowledge and information, there are still some problems that cannot adapt to the school management decision. Taking a primary school in Zhongshan as an example, this paper discusses the meaning and characteristics of school management decision-making, points out the main problems existing in school management decision-making at present, and puts forward five countermeasures to promote the optimization of school management decision-making.

[Keywords:] management decision optimization

Characteristics of school management decision-making

Decision-making is a basic function of school management. Analyzing and grasping the main characteristics of school management decision is helpful for managers to better exercise their decision-making functions. Generally speaking, school management decisions have the following characteristics.

1, target. A goal is a sign of the degree to which an organization will complete a specific task within a specific time limit in the future. Decision-making is based on goals, and goals are the core of decision-making. School management decisions should focus on the determination and realization of educational goals. Without goals, the development of school education has no direction and evaluation basis.

2. Feasibility. The purpose of school management decision-making is to guide the school's future activities and achieve the expected school goals. All these require the support of certain educational resources. If there is a lack of certain conditions such as education funds, school equipment and teachers, then even the best decision-making scheme is just a drop in the ocean. Therefore, the formulation and selection of decision-making scheme should not only consider the necessity of school development, but also pay attention to the educational resources support of decision-making scheme.

3. Dynamic. The dynamic nature of school management decision-making is related to its process. As we all know, today's schools are more open, the material and information exchanges between schools and the external environment are more extensive, and the thoughts of teachers and students are more active, which makes schools more vulnerable to changes in the external environment. Therefore, school organizations should grasp these changes, find out available opportunities, adjust school activities, make the contents and methods of educational activities adapt to the requirements of the environment, and thus realize the dynamic balance between schools and the environment. Such as the pertinence and effectiveness of school moral education. It can be seen that school management decision-making is not only a process, but also a process of continuous circular development.

4. Human nature. The main management object of a school is people, and its management activities are "for people", "shaping people" and "relying on people". Therefore, people-oriented is the basis of school management decision-making. School management decision-making should not be "arrogant" and simply pursue the maximum efficiency while ignoring the needs of life and the brilliance of human nature. School management decisions should fully respect the personality and self-esteem of teachers and students, not only meet people's diverse needs such as emotion, interest, will and value choice, but also fully reflect individual differences, such as attitudes, habits, beliefs, needs and concepts, so as to truly improve people's quality and promote their all-round development. Only in this way can decisions be widely recognized and effectively implemented. In this regard, a primary school in Zhongshan always embodies the idea of "people-oriented" and "people-oriented management" in management decision-making. In almost all school decisions, we actively listen to the opinions and suggestions of all teachers, fully consider the general situation of most teachers and the special situation of individual teachers, and all the decisions made have been supported and implemented by all teachers, thus achieving good results.

5. It is instructive. School management decision-making always aims at educating people, so it has certain educational significance in itself. No matter what kind of school management decisions will have an explicit or implicit, direct or indirect impact on students and even teachers. Positive school management decisions have positive educational effects, and vice versa. In addition, policy makers should "correct themselves first", take the lead in "ordering prohibition" and play an exemplary role. A primary school in Zhongshan requires school administrative leaders to set an example for teachers everywhere, establish a good personal image and take the lead in strictly abiding by school rules and regulations. So all the decisions of the school can be carried out smoothly.

6. Fairness. Educational equity is the important foundation of social equity, the extension and embodiment of the value of social equity in the field of education, and the fairness of the starting point of human development. School management decisions should reflect the fairness of students' admission opportunities, educational process and educational results. It includes the basic equality of various resources provided in the educational process. Only in this way can we truly implement the spirit of "learning to teach" put forward by the 17th National Congress. At present, the uneven development of education makes it an urgent problem to enjoy "quality education" fairly. Obviously, the "school choice phenomenon" of education runs counter to it.

7. development. Development is the vitality of school management decision. For schools and their members, development means the expansion of school scale, the improvement of school conditions, the improvement of teaching quality, the growth of school members and the accumulation of school culture. School management decisions should not only consider the development of the school organization itself, but also pay attention to the development of individual members. For example, the decision on students' academic evaluation and teachers' professional growth should have a developmental perspective.

Third, the main problems in school management decision-making

With the advent of the information age, the all-round rise of knowledge economy, the constant renewal of educational ideas, the gradual downward shift of educational power and the increasing opening of school organizations, the disadvantages of closed, centralized and simplified decision-making in current school management have become more and more prominent, and some problems have emerged that cannot adapt to the complexity and innovation of current school management.

(A) decision-making bodies tend to be unified.

Under the principal responsibility system, because the principal has the final decision, the decision of some schools is alienated into the principal's personal decision and alienated into "the principal has the final say". Principals are self-centered, often with undivided division of labor, lacking effective authorization, and making decisions on every detail. The headmaster is the legal person of the school, and his power is guaranteed by the system, but he is rarely restricted by the substantive system. Therefore, the decision of the school often depends on the mood and preferences of the principal. If the headmaster goes back on his word, the school's decision will be changed frequently. In this case, decision-making depends entirely on power factors, and responsibility reflects the manifestation of power rather than the commitment of responsibility.

(B) decision-making participation tends to be formalized

The modes of school management decision-making include collective participation, teachers' participation, students and their parents' participation and community members' participation. The way to make these decisions and the degree of participation are often the result of personal decisions. Therefore, decision-making is often a mere formality and lacks effectiveness. There is even a phenomenon of "small meetings, big meetings, and no meetings on key issues".

(C) Decision-making cognition tends to be "common sense"

In the process of school management, there are decisions all the time. It is very important for schools to make scientific, effective and fast decisions. However, in school management decision-making, due to preconceived understanding of decision-making, the decision-making is specious and produces certain deviation.

(d) The decision-making process tends to be simplified.

School management decision-making is a process, not an instant "clap your hands" or even "pat your head", mainly in that decision-making is a complete process. The effectiveness of decision-making depends on the integrity of the decision-making process. But in the actual decision-making process, in order to be eager for success, the decision-making process is often simplified.

Fourth, optimize school management decisions.

(A) to strengthen theoretical study and improve the level of decision-making.

Correct understanding is the prerequisite for the success of decision-making education activities. Therefore, according to the needs of school education, we should learn and master the knowledge of economy, politics, culture, science and technology, law, management, history and even literature and art, so as to deepen our understanding of educational phenomena, recognize the basic relationship between education and society, teachers and students, knowledge education and ability training, and avoid the deviation of practical actions caused by vague understanding. For example, only by mastering the relevant theories of teacher-student relationship in modern education can we really promote the transformation of teaching methods, so as to learn to teach, teach differently, and learn from each other's strengths. Decision-making theory comes from management practice and has a dynamic role in practice. As a school administrator, in order to improve the effectiveness of theoretical study and avoid the separation of knowledge and practice, we must be good at applying theoretical study results to scientific decision-making practice, making decisions on educational activities according to the laws of education and teaching and the laws of children's physical and mental development, regulating educational behavior, and effectively turning theoretical study and mastery into powerful weapons. For example, we can find an effective solution by linking the problem of puppy love with the physical and mental development of middle school students. In recent years, a primary school in Zhongshan organized the school administrative team to carry out various forms of learning activities such as out-of-school training, inter-school exchanges, expert lectures, and amateur learning every semester, which improved their own quality and management decision-making level.

(2) Pay attention to local conditions and grasp the principle of decision-making.

At present, with the gradual rise of school-based management concept, schools are becoming more and more socialized and open, and school management decisions are becoming more and more complicated, and the problems they face are complex and changeable. Therefore, schools should adjust measures to local conditions and improve the possibility of successful decision-making, which requires schools to grasp the following three principles when making decisions.

1. Systematic principle. Managers should look at all parts of the school from the perspective of the whole school, so that a series of decisions made by the functional departments of the school are subject to the overall goals of the school. At the same time, schools should be placed in the whole of the education system and even the social system, so that the goals of the school system can be coordinated with the overall goals of the whole system. That kind of decision of "treating the headache and treating the foot pain" and "robbing Peter to pay Paul" is against the systematic principle.

2. The principle of democratization. Democratization of school management decision-making is an inevitable requirement of school management and an inevitable trend of educational socialization. Therefore, in decision-making, we should fully carry forward the democratic style, mobilize the enthusiasm and creativity of decision-making participants, including decision-making executors, participate in decision-making activities, and be good at concentrating and relying on collective wisdom and strength to make decisions.

3. Scientific principles. Scientific principle is a comprehensive embodiment of a series of decision-making principles. The rise of modern science and technology, especially information theory, system theory and cybernetics, has created conditions for decision-making to move from experience to science. Only by following scientific principles can we make effective decisions. It is necessary to establish perfect decision-making institutions, executive institutions, feedback institutions and supervision institutions, which coordinate, promote and restrict each other, so that the decision-making, implementation, feedback and supervision of school management become an organic whole, and an operating mechanism of independent decision-making, conscious implementation, automatic feedback and self-monitoring is formed.

(3) Strengthen rational thinking and standardize decision-making procedures.

In school management decision-making, not all decisions are rational, but there are some irrational decisions with the help of experience, intuition and creativity, but this does not rule out that decisions follow a rational process. Procedural decision-making is conducive to improving the scientific nature of decision-making and reducing randomness. School management decision-making can be subdivided into seven processes: finding problems, setting goals, collecting information, making plans, optimizing plans, implementing plans and tracking decisions. This division is relative, and each stage is not single linear, but multi-level cyclic.

(d) Advocating multiple participation and improving decision-making methods.

Decision-making is a basic function of school management and the basis of other management activities. The effectiveness of decision-making is the key to the success or failure of school development. In the process of decision-making, in addition to ensuring individual decision-making, we should actively promote collective decision-making, teachers' participation in decision-making and family and community participation in decision-making, and pay attention to improving different decision-making methods. This multi-party decision-making model embodies the development and innovation of school management decision-making.

The effectiveness of school management decisions affects the direction and development process of a school. School administrators should regard decision-making not only as a science, but also as an art. They should make decisions with scientific spirit and look at them with artistic eyes. Only by facing up to the disadvantages of school management decision-making, studying countermeasures and putting forward effective measures can we make a successful decision.

References:

1, Feng Daming: Communication and Sharing: Century Conference of Chinese and Foreign Frontier Scholars in Education Management, Shanghai Education Press, 2002.

2. Zhang: Introduction to School Management, East China Normal University Press, 2000.

3. Chen: Education Management, Beijing Normal University Press, 1999.

You come from No.2 Middle School, right ... It was written by someone from Beijing Normal University. I haven't found the system and growth of the school yet.