五年制高职班主任领导行为研究
发布时间：2018-08-20 14:06
【摘要】：班级管理作为学校管理的最基本单位，班主任作为一个班级直接的教育者、组织者、管理者，肩负着更多的职责和使命，班主任必须依靠科学的理论来指导实践活动。而班主任的领导行为随着社会的发展与进步、教育的改革和发展面临着新的问题和挑战。目前一般情况下中等或中等偏上的初中毕业生进普高就读，继而升入普通高校。而近几年，随着五年制高职的不断发展，招生规模的不断扩大，进入高职院校的生源质量参差不齐，而五年制高职学校师资力量相对薄弱，五年制高职班主任的领导行为，区别于其他类型学校的班主任，亟待深入的研究和探索。 本文通过使用五年制班主任领导行为的调查问卷对苏州市两所具有代表性的五年制高职学校班主任的PM领导行为进行了调查和研究。研究结果显示：从选取的五年制高职学校的样本来看，PM型占9个（45%），，P型占1个（5%），M型占3个（15%），pm型占7个（35%）。最佳的PM类型班主任所占比例不高，五年制高职班主任的工作绩效和团体维系职能都低于同地域的中学班主任。 本研究对五年制班主任的领导行为现状进行了较为详尽的认识和分析，以帮助五年制班主任提高认识，完善对班级的管理和引导。借鉴相关PM领导理论，提出做好五年制班主任工作的建议，并尝试对班主任领导行为的培养的趋势做出预测。
[Abstract]:Class management as the most basic unit of school management, class teacher as a class direct educators, organizers, managers, shouldering more responsibilities and missions, class teachers must rely on scientific theory to guide practical activities. With the development and progress of society, the reform and development of education are facing new problems and challenges. At present, middle or middle school graduates are enrolled in general higher education and then promoted to ordinary colleges and universities. In recent years, with the continuous development of five-year higher vocational education and the continuous expansion of enrollment scale, the quality of students entering higher vocational colleges is uneven, while the teacher strength of five-year vocational colleges is relatively weak, and the leading behavior of class teachers in five-year higher vocational schools. Different from other types of school class teacher, it is urgent to further study and explore. This paper makes an investigation and research on PM leadership behavior of class teachers in two representative five-year vocational schools in Suzhou by using the questionnaire of five-year class teachers' leadership behavior. The results show that PM type accounts for 9 (45%), P type 1 (5%) and M type 3 (15%) for 7 (35%). The proportion of the best PM class teacher is not high, and the job performance and group maintenance function of the class teacher in the five-year higher vocational college are lower than that of the middle school teacher in the same region. This study has carried on the detailed understanding and the analysis to the five-year system class teacher's leadership behavior present situation, in order to help the five-year system class teacher to raise the understanding, consummates to the class management and the guidance. Based on the relevant PM leadership theory, this paper puts forward some suggestions on how to do a good job of the five-year head teacher, and tries to predict the trend of the cultivation of the head teacher's leadership behavior.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1
本文编号：2193887
[Abstract]:Class management as the most basic unit of school management, class teacher as a class direct educators, organizers, managers, shouldering more responsibilities and missions, class teachers must rely on scientific theory to guide practical activities. With the development and progress of society, the reform and development of education are facing new problems and challenges. At present, middle or middle school graduates are enrolled in general higher education and then promoted to ordinary colleges and universities. In recent years, with the continuous development of five-year higher vocational education and the continuous expansion of enrollment scale, the quality of students entering higher vocational colleges is uneven, while the teacher strength of five-year vocational colleges is relatively weak, and the leading behavior of class teachers in five-year higher vocational schools. Different from other types of school class teacher, it is urgent to further study and explore. This paper makes an investigation and research on PM leadership behavior of class teachers in two representative five-year vocational schools in Suzhou by using the questionnaire of five-year class teachers' leadership behavior. The results show that PM type accounts for 9 (45%), P type 1 (5%) and M type 3 (15%) for 7 (35%). The proportion of the best PM class teacher is not high, and the job performance and group maintenance function of the class teacher in the five-year higher vocational college are lower than that of the middle school teacher in the same region. This study has carried on the detailed understanding and the analysis to the five-year system class teacher's leadership behavior present situation, in order to help the five-year system class teacher to raise the understanding, consummates to the class management and the guidance. Based on the relevant PM leadership theory, this paper puts forward some suggestions on how to do a good job of the five-year head teacher, and tries to predict the trend of the cultivation of the head teacher's leadership behavior.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.1
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