School management of primary education

School management is an important field of school activities. It is an organizational activity carried out by school administrators under certain social environment conditions, following the laws of education, taking certain means and measures, leading and guiding teachers and students, making full use of resources and conditions inside and outside the school, and effectively realizing the school's work objectives. School management is an activity with the school as the management object. Its guiding ideology, organization, activities and methods are all influenced by its social environment and the school's own functions. School administrators must manage schools according to the needs of the society in which they live and their own functional characteristics. Therefore, school management will vary with times, nationalities and countries, and it will also be different from management in other fields.

School management, like management in other fields, is composed of three basic elements: managers, management means and management objects. The administrators of a school mainly refer to the principals, vice principals and heads of various functional departments. In a sense, the faculty of the school can also be regarded as the managers of the school. Participate in the management of the school under the leadership of the principal. School management means mainly include school organization and rules and regulations. The organizational structure of the school is established according to the organizational principles and work needs. The management institutions of primary and secondary schools generally include guidance offices, general affairs offices and offices. And the education and teaching institutions include teaching and research section, grade group, educational science research room, etc. Rules and regulations are the code of conduct and rules and regulations necessary for school management to maintain internal harmony, stability and keep pace. The organizational structure and rules and regulations of the school are the necessary guarantee for the decision-making, planning, organization, control, leadership and innovation of the school. The objects of school management refer to people, money, things, things (work), information, time, space and so on. They are the objects of school management activities or management objects.

Second, communication is the basic way of school management.

(A) the connotation of communication

Communication is the process of exchanging information between sender and receiver. In a school, communication is an essential way for decision-making, planning, organization, control, leadership and innovation of various affairs to proceed in an orderly manner.

It can be said that the realization of school goals, the creation of school atmosphere, the clarification of rights and responsibilities, and the play of school effectiveness almost all depend on organizational communication, so communication should occupy a central position in management activities. A complete communication process should be like this: when the sender has the need to convey information, he must first determine the content of the information, that is, determine his own ideas; Then the thought is encoded, that is, according to the requirements of the selected media, the thought is transformed into words, words or other signals; The encoded information enters the transmission channel and is sent to the receiver through information carriers (audio, video, photoelectric signals, official documents and letters, personnel, etc.). ); The receiver perceives the arrival of information and decodes and understands it; Finally, the receiver's understanding of the information is transmitted back to the sender, that is, the sender has responded to the information he transmitted, which is feedback. Only when the receiver gets and understands the content of the information can communication be realized. As long as any link in the communication process interferes, information transmission is blocked or errors are caused, it is not communication.

(B) the role of communication in school management

1. information transmission

This is the most direct purpose of communication, and all other purposes are achieved by achieving this goal. Communication transmits information from top to bottom in the school system, making the school a system with clear division of labor, clear rights and responsibilities and orderly operation.

control

The unified command and coordination of the subordinate institutions of the school and all the teachers and students can not be separated from the communication channels. The institutional system of the school is actually a formal communication channel. Through this channel, the instructions of the superiors are issued at different levels, and the situation of the subordinates is reported at different levels. Schools can achieve effective control through this system.

encourage

In school, communication is an inspiring tool. Timely work leadership, affirmation of work performance evaluation, reward for excellent behavior, and providing opportunities for further study for subordinates are all communication methods to achieve the purpose of motivation.

4. Emotional communication

Communication can meet people's social needs. Through formal or informal communication channels, people can exchange their feelings and views on a series of problems in the school, which helps to improve their sense of participation and satisfaction.

(C) two forms of communication in school management

1. Formal communication

Formal communication refers to the transmission of information according to the channels set up by school institutions. Generally, it can be divided into downward, upward, parallel and oblique channels. Downward communication is the top-down order, instruction, approval, rejection, reply and approval of the school organization; Upward communication is the bottom-up requirements, reports, applications, suggestions, requests and appeals of school organizations; Parallel communication is communication and consultation between institutions at the same level; Oblique communication is the contact and coordination between institutions at different levels.

2. Informal communication

Informal communication refers to the transmission of information beyond formal communication. Generally, there are three channels, namely, spontaneous communication between individuals, informal contact or gathering, and social gossip (that is, gossip). Informal communication is a common social phenomenon, which has two sides. On the positive side, it can be used as a supplement to formal communication channels, alleviating some tensions within the organization, and also as a channel for tentative information release and feedback collection. However, its negative effects can not be ignored, such as the adverse consequences caused by misinformation and misleading information, misunderstanding and dispute between right and wrong caused by false information and bad information, and people with ulterior motives spreading rumors through such channels, which will have a greater or lesser erosion on school management.

(D) Three communication barriers in school management

1. Subjective obstacle

This means that the sender or receiver of information (the subject of communication behavior) has an influence on information communication because of personality or subjective consciousness. These subjective reasons are generally: knowledge, personality, perceptual selectivity and so on. The knowledge and experience of actors often affect and restrict the accuracy of information coding and decoding. For example, due to different knowledge and experience, the level of document drafting is often different; Different recipients will have different understandings and meanings of the same information. For example, some people will understand the same management requirement from a positive perspective, while others will understand it from a negative perspective. Subjective perceptual selectivity will have a direct impact on the quality of communication, because people often screen information according to their beliefs, attitudes and values, accept information that meets their expectations, and ignore or even reject unfamiliar and disliked information. For example, teachers are often not interested in business information, and some leaders often ignore or reject the following critical information, which is the performance of perceptual selectivity.