How to deal with the relationship between principals and teachers in school work

Schools are institutions that lead social development and civilization, and a harmonious campus is composed of harmonious class groups. Teachers are the creators and implementers of a harmonious campus and the most basic and important factor in the development of the school. The principal's idea of running a school is the platform of school culture. Principals should have advanced and scientific educational ideas, and they should have their own clear ideas for running schools, whether they are innovation or reference. His thinking must be active. He can think of things that ordinary people can't think of, and use his wisdom to decide the future of the school. Regardless of the economic strength of a school, the direction of cultural construction of a school is often consistent with the president's ideal. Let's talk about the relationship between principals and teachers and the development of the school. First, correctly treat the relationship between principals and teachers. Principals and teachers are two important pillars of the education building, and they are indispensable. Only when both sides are sincere and support each other can we form a joint force and create an ideal education. In practical work, in order to run a school well, principals often put forward a series of idealized requirements for teachers, such as advanced ideas and educational concepts, profound knowledge and brilliant teaching art, lofty teachers' morality and personality charm. The higher the expectation, the greater the gap between ideal and reality. I think the core of the relationship between schools and teachers should be people-oriented, and schools and teachers should form a win-win relationship. If the headmaster has affinity, how much affinity the headmaster has, how much cohesion the teachers will form and how much impetus the development of the school will have. At this point, the headmaster must set an example. What kind of requirements the headmaster puts forward for teachers must be achieved first. The headmaster's eyes and actions are role models. The headmaster should put himself in a correct position, not only as a manager and decision-maker, but also as a server, serving the development of teachers and students and the development of the school. Principals should be teacher-oriented, care about, respect, love and appreciate teachers. If there are no energetic teachers on campus, no matter what the temporary situation of this school is, the future prospects are not optimistic. Second, the principal's humanistic management and the growth of teachers. 1, insist on setting an example and giving priority to encouragement. There is a spiritual desire in human nature, that is, to be respected, appreciated and eager to get the experience that you are an important person. No matter what he does, the headmaster should be based on the views of most people, be good at discovering the advantages of teachers, and combine these advantages with the teachers' work assignment as much as possible, so that teachers can feel that this post belongs to him and affirm their achievements in time, thus mobilizing their extreme enthusiasm and high sense of responsibility for their work. You can't put pressure on the teacher because of a little mistake or mistake. This will only aggravate teachers' job burnout, which is not conducive to teachers' psychological and spiritual health and education. Pay attention to give teachers more praise and appreciation, so that teachers will be more motivated and have a stronger sense of responsibility. People often say that good students brag, and practice has proved that good teachers brag. 2. Provide teachers with the conditions for success. As a living body and an ordinary person, teachers should be given the conditions and opportunities to succeed in meeting people's needs and satisfaction. First of all, the school should create a good working environment on the hardware, so that teachers have a good mood to teach. For example, the establishment of teachers' reading room, teachers' electronic lesson preparation room, full-time teachers' studio laboratory and so on. Secondly, the principal should provide teachers with many learning opportunities, so that teachers have the opportunity to talk with famous teachers and have room to show their style. The headmaster also hopes that teachers will get respect and support from managers and a sense of professional accomplishment from students, so as to promote their better life and work and achieve the effect of healthy, happy and successful education. The headmaster should be patient with the teacher and learn to wait. Human growth needs a process. The headmaster can't help asking all teachers to March in a hurry according to the individual differences of people and their own uneven foundation, and not to rush for success in management. It is unrealistic to hope that every teacher can become a famous teacher and become the backbone of the school in a short time. The growth of teachers should have a long-term development goal, so that teachers can succeed in batches and stages. Managers and teachers should establish a win-win relationship. Teachers have grown and improved, and the real winner is the school, not the teachers themselves. 4, to create a humanistic environment, neither party nor private. Build an advanced principal culture and create a simple interpersonal relationship that is impartial, selfless, and does not help or send. The starting point of the principal's work must be for the development of the school, for the growth of teachers and students, taking teachers' interests and warmth into account, treating people with sincerity and affection, creating a harmonious, green and positive atmosphere of the big family, making the teaching staff regard the school as their home and a member of the big family, giving them a sense of belonging, enhancing the cohesion of the school and the sense of belonging of the teaching staff to the school, and then giving full play to their enthusiasm and creativity. Third, some practices 1 advocate self-management. School management should attach importance to encouraging the development of teachers' personality. At the end of the school year, I will give all teachers a work intention form, and they can fill in their work intentions for the next school year according to their own expertise and interests. And give yourself a work plan, work rules and self-requirements. In this way, the school can understand each teacher's development needs, proceed from the teacher's wishes as far as possible in the work arrangement, solve each teacher's worries, make the work arrangement more targeted and improve the work efficiency as a whole. Principals should be good at combining the development goals of schools with the wishes of teachers. If the development of the school has nothing to do with the interests of teachers, then teachers can't get happiness from the development of the school, and they can't work actively. Principals should understand the needs and wishes of teachers and combine the development goals of the school with the wishes of teachers. The goal of the school has been realized, and the teacher's wish has also been realized. Only when a person really knows who to do it for and why to do it, can he give full play to his inner potential, take the mission of the school as his career, be proactive and be happy when implementing the school goals. 2. The quantitative assessment of teachers varies from person to person. Quantitative assessment seems to be a fair evaluation system, but it has not played its due role in motivating all teachers, especially old teachers. The content of quantitative integral includes teachers' attendance, workload, teaching achievements, teaching and research achievements, etc. However, after each evaluation, many old teachers' scores are very backward and out of touch with Excellence, which leads to many old teachers complaining and making no contribution to their work. In fact, old teachers have rich life experience and teaching management experience, which is a good asset from a certain perspective. How to arouse their enthusiasm for work and make them feel that their careers are promising and their work is motivated is a problem that school administrators must seriously consider and try their best to deal with. In the assessment process, the school may wish to divide the whole school teachers into three groups according to their age, and allocate excellent indicators according to the proportion of each group. Of course, according to the actual situation, the excellent indicators should be appropriately tilted to young and middle-aged teachers, so that teachers of different ages and grades have different work goals, so that they can realize their own values through their own efforts and get corresponding honorary titles. In daily work, the headmaster should calm down and approach the teacher, the students and the textbooks. We should always go deep into the front line of teaching, often communicate with teachers and students, understand the teaching and learning situation of teachers and students, and especially listen to their opinions and suggestions on teaching management; We should often participate in the school's teaching and research activities, work with teachers to solve problems in teaching, and improve classroom teaching efficiency. Principals should strive to maintain the true nature of teachers, often take the lead in demonstration classes, put pressure on themselves, learn expertise, teach with characteristics, and lead teachers to change to advanced educational and teaching concepts. 4. Use SMS. In school management, principals can also communicate with the teaching staff by using SMS, a modern scientific and technological means. Using SMS as a communication method, many problems that are usually difficult to talk about can be effectively communicated. It can bring unexpected gains to school management. For example, a math teacher in our school was upset and angry because the class was temporarily transferred and the superior leaders were in class, and the teaching AIDS were not ready. At this time, the persuasive function of language is not great. I sent him a short message. Beauty is not angry. Your class is very good, really! I turned around at once and saw her smiling face. Short messages can also be used in many aspects in communication with teachers, such as holiday greetings, kind reminders, sincere encouragement, sincere concern and so on. Years of management experience tell me that the success of school management depends on teachers first, then teachers, and finally teachers. As long as teachers develop, students develop, students develop, and schools develop naturally. Principals should regard teachers' success as their greatest success, and have a management concept to improve teachers, that is, to fulfill themselves, that is, to fulfill the development of the school.