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The Research of Competence of Headmasters Which in Country and Below the Primary and Secondary Schools

Author: HuBiao
Tutor: YuHaiQin
School: Huazhong University of Science and Technology
Course: Mental health education
Keywords: And below the county school principals Competency Tree model
CLC: G637.1
Type: Master's thesis
Year: 2011
Downloads: 36
Quote: 0
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Headmasters level of competence for the development of the school have a significant impact, and in the county and below the primary and secondary schools, the principal effect is even more evident. This study introduces the concept of competency, to explore the county and below Headmasters competency, build competency model Headmasters. Study is divided into three parts: The first part of the application key event interviews, expert advice, training courses, conduct surveys and other methods of nuclear checklist compiled Headmaster Competency Dictionary, combined with theoretical competency tree model, the initial construction and the county The following Headmasters competency model. The second part of the test using the self-assessment questionnaire competency of school principals, exploratory, confirmatory factor analysis and the reliability and validity of the analysis, the results demonstrate competency trees Headmaster validity of the model. The third part is the competency questionnaire through school principals, Hubei, Hunan and Henan, the county and the following three school principals conduct competency assessment, competency to understand the current status of school principals. Specific conclusions of the study are as follows: (a) build the county and below the trees Headmasters competency model, theoretical models including knowledge, skills, social roles, motivations and characteristics of five parts. (2) preparation of the \Headmasters county and below is a competency model that contains personal traits, social roles, special abilities and knowledge and skills 4 factor 26 competency elements model. (3) the county and below Headmasters competency exist differences in demographic variables: 1) female principals in self-discipline scores were significantly higher than male principals score. 2) undergraduate education in primary and secondary school principals affinity significantly lower scores on the primary and secondary education for college principals. 3) newly recruited 1-2 years of primary and secondary school principals in the humility and the ability to reflect on the score significantly higher than other tenure of school principals. 4) different ages Headmasters in social roles factor on the score difference was significant, 41-50 years old principals scored significantly higher than the age of 40 principals score; in the culture of others competency in 50 over the age of principals score significantly higher at the age of 40 principals score competency in the sense of service, the principal over 50 years was significantly lower than the other two scores ages principals score. 5) In the personal qualities and the questionnaire score, the different size of the school Headmasters score significantly different, medium-sized school principals in the personal qualities and the questionnaire score was significantly lower than the scores of smaller and larger school principals score; while competence in the specific elements, such as democracy, lead by example, service awareness, organization and coordination, contingency for unexpected emergencies, tolerance, good self-regulation, caring teachers and affinity nine competency, but also medium-sized school principals the lowest score. 6) in the culture of others, on the sudden and unexpected strain, good self-regulation, legal awareness and decision-making capacity on five competency, Hunan scores are generally lower than Headmaster Headmaster Henan, Hubei and score.

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