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The Rational Criticism of Teacher Management after the Rural Middle Schools Consolidation

Author: XuZuoZuo
Tutor: ZhangLing
School: East China Normal University
Course: Educational Economy and Management
Keywords: Rural schools merged Teacher management Critique
CLC: G637
Type: Master's thesis
Year: 2011
Downloads: 205
Quote: 0
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Abstract


2001 to the present, China's second round of the rural middle school layout adjustment has been carried out more than ten years, and on the post-merger management studies teachers are more scarce. Therefore, this study western Zhejiang small town high school as a teacher manage K object of study, the school was in June 2008 by the six county Chengguan township schools merged patches from the new school site is located in the county, most of the teachers from primary schools merge. Through observation, questionnaires, interviews and document analysis and other research methods to obtain information, to ensure the scientific research. In this study, the theory of rational criticism rural middle school teacher management after the merger rational judgment. Critique theory was first put forward by the Max Weber, who will be divided into value rationality and rational instrumental rationality. The theory is that people must face the main instrumental rationality and value rationality in the social economic and social role in the development of organizational behavior, rational use them as human development services. Survey found, K school teacher management after the merger there is a big difference in the performance management system of teachers, teaching management, teacher professional development and teacher evaluation in four aspects. This paper analyzes the rural middle school teachers in the management of the combined generation tool in the expansion of a rational reason behind that is the target of rural schools merged biased instrumental rationality and rational management tools proposed expansion of teacher performance are: the use of teacher management system strictly predictive control teacher; teaching management activities to achieve the highest efficiency; teacher professional development focused on developing means ignoring development purposes; teacher evaluation results of evaluation places digitized teachers. The harm is enslaved teachers, so that they became a vassal of the machine, the loss of subjectivity, the last train out of the student presents standardized features. But instrumental rationality in the quality of teaching and teacher professional development and teacher teamwork has its own value, can not be ignored. So as to explore the value of teacher management rationality and instrumental rationality in the relationship between teacher management tools for the analysis of rationality and value rationality demands premise, put forward in the value of teachers' management should be under the guidance of rational use of instrumental rationality to better fulfill its core values point of view. In teacher management to better reflect the value of the rational, instrumental rationality so that means a return to the status on the proposed merger of rural secondary school teachers in the management of rationalization proposals, including: the right to treat the combined value of the rational goal, correct teacher management of core values to develop people-oriented management system, to respect teachers in teaching behavior in the dominant position, to play in the professional development of teachers in implementing formative evaluation of the initiative. This case study was the analysis of the management of the school teachers ignore the value of the pursuit of rational and practical value, based on the rural middle school teacher management after the merger the views put forward for reference, I believe that further enrich the field of research.

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CLC: > Culture, science,education, sports > Education > Secondary education > School Management
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