Self-management of teachers

Lead: With the continuous strengthening of teachers' dominant position in school reform, top-down harmony? Heteronomy? Obviously, the standardized management of teachers has not met the needs of teacher development. As a supplement and transcendence of teachers' standardized management, the idea of pursuing teachers' self-management has gradually been recognized by academic circles. But what does teacher's self-management mean? What is the relationship between teacher self-management and teacher professional development? What ways can better promote teachers' self-management? Perhaps, the discussion of these issues will help us to expand our understanding of teacher management and contribute to the sustainable development and independent promotion of teachers.

Teacher self-management i. Interpretation of Teachers' Self-management

The interpretation of teachers' self-management is a rational thinking with the goal of promoting teachers' professional development, promoting the overall development of schools and the healthy growth of students. From the current research, different scholars have different understandings of teachers' self-management: teachers' self-management is manifested in their ability to analyze, plan, design, constrain, motivate and feedback self-development problems. In other words, teachers are the main body of professional development, not passive objects, waiting for others to manage them. Self-management itself is a conscious social behavior, that is, teachers realize the sublimation of educational ideas in educational life and achieve the unity of rationality and irrationality of self-management. Teachers' self-management of their own behavior is a process of integrating social development goals and personal development goals, with clear guiding ideology and specific guidelines. Teachers' self-management has several themes, such as self-awareness, self-exploration, self-openness, self-understanding, self-acceptance and self-identity. ? Because? Effective decision-making is crucial to the success of school management? From the perspective of decision-making promoting management, some scholars think that? Teachers' self-management is a process in which teachers make decisions on personal behavior and related activities in school organizations. In the decision-making process, it includes not only the individual's control of the process, but also the implementation of the basic principles of management. ? Another scholar thinks? Teachers' self-management refers to the management of their own body, thoughts, emotions and ideology in teaching, learning and life, and is the internal adjustment and management of teachers from their own perspective. ?

The above statement basically provides a clear outline for us to understand teachers' self-management: teachers are the main body of professional development, and teachers' self-management is a conscious behavior from the heart, following certain guiding ideology and management principles. However, the above concepts also have some limitations: lack of complex thinking and understanding of the connotation of teachers' self-management in different relationships.

The author thinks that teachers' self-management is a multi-dimensional and multi-level concept, which is embodied in the cognitive significance that teachers should learn to know themselves, including self-analysis and self-evaluation; Emotionally, teachers should be self-motivated, mainly on the spiritual level; Behavior training needs self-cultivation and self-planning; Teachers should self-supervise, self-control and adjust their will quality. In short, teachers' self-management should be a process in which teachers put forward their own development goals through self-motivation on the basis of correct understanding of themselves, and can consciously plan, implement, control and adjust themselves, so as to realize their ideal development goals.

For teachers' self-management, we also need to correctly understand the following pairs of relationships, so as to better understand the connotation of teachers' self-management.

1 the relationship between teachers' self-management and organizational management

Emphasizing teachers' self-management does not mean that the role of school organizations is reduced. Teachers' self-management is two effective supplements to school organization and management. Scientific and reasonable teacher management should realize the organic combination of teacher self-management and organizational management. Therefore, teachers should objectively analyze the school environment, closely combine personal development goals with school development goals and personal needs with school needs, and actively adjust personal development goals to adapt them to the school development environment and goals. Based on the school management objectives, through self-analysis, self-selection and self-orientation, we plan the goals that are more in line with the individual development stages and characteristics of teachers. Because this is a reflection of teachers' self-demand, its motivation is more intrinsic and persistent, and it is also the driving force of teachers' self-management. In order to realize this virtuous circle, school administrators should not simply restrict and restrict teachers with various rules and regulations, nor should they do so unnecessarily? Good guy? More importantly, it is necessary to establish an effective incentive mechanism, mobilize the enthusiasm and initiative of all teachers to participate in change and innovation, and create a good cultural atmosphere and organizational environment for teachers' self-management.

2 the relationship between teachers' self-management and students' self-management

In school management, teachers have dual identities, namely, the management object in teacher management and the manager in student management. Because of the demonstration of teachers' work, teachers' role has an important influence on students' personality development and comprehensive quality development. Teachers' self-management level not only restricts the management level of classroom teaching, but also plays a significant role in improving students' self-management ability. Teachers with strong self-management ability can not only finish their work with high quality in education and teaching. Win the trust and love of students, and also use their influence to drive and guide students to manage themselves. Strengthen class construction and form a harmonious class spirit and style of study. On the other hand, teachers with weak self-management ability lack planning in their work, although it is all day? Busy? But the efficiency is not ideal, and so is the class? A pile of sand? Without cohesion, students' self-management is impossible. Therefore, in this sense, teachers can manage complicated and changeable classes and students efficiently and scientifically only by managing themselves well. Teachers' self-management ability directly affects students' self-management ability and healthy growth. Therefore, it is necessary for teachers to keep a clear consciousness, pay attention to the control and adjustment of consciousness, emotion, speech and behavior in classroom teaching, and be strict with themselves, which is also the basic quality of our teachers.

3 the relationship between teachers' self-management and teachers' professional development stage

Different scholars at home and abroad have explored the research of teachers' professional development stages from different angles and standards. Although the stages are different, all researchers have revealed that teachers' development has the characteristics of stages, and there are qualitative and quantitative differences in various development indicators in each stage. Therefore, for teachers at different stages of development, whether novice teachers, skilled teachers, competent teachers or expert teachers, their awareness and ability of self-management are different. Generally speaking, novice teachers or young teachers may rely more on organizational management, and their self-management awareness is not strong. The self-management level of backbone teachers and expert teachers with a certain sense of accomplishment may be relatively high. In fact, teachers have different psychological development tasks in different professional development stages. Whether to solve these tasks affects their enthusiasm and investment in education and teaching to a great extent, and also affects teachers' awareness and ability of self-management. At the same time, teachers' self-management level also affects the solution of psychological tasks in teachers' professional development stage. If teachers lack the ability of self-regulation and self-discipline, they may also be affected by emotional or family problems. Therefore, the self-management and psychological task of teachers' professional development stage complement each other and promote each other.

4 the relationship between teachers' self-management and teachers' development motivation

The purpose of teachers' self-management is to promote teachers' self-development, and the key to teachers' self-development is to have strong internal motivation, which is also the primary factor and condition for teachers' self-development. Without the motivation of development, there can be no self-development of teachers and no real self-management of teachers. The motivation to promote teachers' self-development is both material and spiritual. Because teachers are engaged in a spiritual cause, they have high scientific and cultural quality and achievement motivation, and have high expectations for themselves. Therefore, teachers' professional autonomy, good school culture atmosphere, multi-level incentives and satisfaction of spiritual needs can stimulate teachers to actively participate in education, participate in change and be brave in innovation. In addition, the improvement of teachers' self-management consciousness and ability will also contribute to the sustainability of teachers' development motivation and the enhancement of the breadth and depth of teachers' development motivation.

Second, the analysis of factors affecting teachers' self-management

Teachers' self-management is influenced by many factors. Relatively speaking, school leaders' management ideas, school management system and external factors? Intellectual support? Teachers' independent development intention affects teachers' self-management ability and restricts their self-development process.

1 Management thinking of school leaders

The difference of management thinking of school leaders headed by principals has obvious influence on teachers' self-management. Should teachers' all-round development and sustainable development be regarded as the starting point and destination of teachers' leadership and management, or should teachers be controlled and restrained to achieve temporary results? Grades? Goal-oriented management thinking; Whether to consider teachers' motivation and leadership from the dynamic process, or to evaluate and assess teachers from the immediate interests; Whether the evaluation of teachers is multi-level, multi-angle and multi-subject open thinking, or closed management thinking with a single dimension or a unique perspective; Focus on management? People? Give full play to creativity, initiative and enthusiasm, or treat teachers with inertia thinking? An imaginary enemy? Narrow thinking and different management thinking are also different in management behavior. Therefore, in school management, school leaders should establish the concept of lifelong learning, take promoting teachers' lifelong learning as an important goal of the school, actively perform their responsibilities to show their concern for teachers' development, and create a broader space and provide more platforms for teachers' development through ideological guidance, action guidance and emotional cohesion, which not only helps to stimulate teachers' self-development motivation, but also effectively promotes teachers' self-management. On the other hand, it will make teachers tired of coping, passive work and passive acceptance.

2 school management system

Self-management has a strong initiative, but the current school management system shows more? Tube? This idea, no? Law? The embodiment of; More reflection? Blocking? Intention, isn't it? A tour guide? To a great extent, the Measures have caused teachers to lack initiative in their work and study, passively obey the arrangement of the school, lack the consciousness of actively discovering and creatively solving problems, and lack the ability of independent decision-making, independent choice and independent learning, which also limits the further development of teachers' self-management ability. Therefore, it is imperative to update the school management system based on the current school transformation and promote the positive development of teachers and students. Among them, establishing the value orientation of the school system has undoubtedly become the premise of forming a new school management system. The fundamental purpose of system construction is the life growth of human beings, and the life growth of teachers and students is reflected in whether they can develop actively and healthily and whether system construction can create a good space for their development. In addition, the system construction should be regarded as the best opportunity to awaken all faculty members' awareness of democracy and legal system and their sense of responsibility as the best support to improve the quality and efficiency of school education.

3 the intervention of researchers

Since 1980s, the attempt of school reform (U-S cooperation) in running schools jointly by universities and primary and secondary schools has been paid more and more attention by the education circles in China, and various forms of cooperative projects have emerged. But even researchers from universities? Intellectual support? Teachers still inevitably encounter some deep-seated difficulties in school reform, whether they are ideological, cultural, psychological or technical. These difficulties make teachers' adoption of new educational theories, educational concepts or practical measures not as simple and smooth as expected, and also affect teachers' self-development. ? Because the process of change does not behave like a theory. Say what? , also don't like practicing that kind of performance? Do what? . Is the so-called change based on practice? Say what? Just leave? Do what? And then what? Say what? Again? Do what? The state of leaving. ? Therefore, if researchers lack a full understanding of practice, what kind do they hold? Judge? 、? Fisherman? 、? Cool guy? Cooperating with teachers with a new mentality will not really stimulate teachers' enthusiasm for participating in change and active development, and the result is only to regard practitioners as tools and means rather than ends. Respect teachers' practical knowledge and handle a series of relationships between value orientation and professional autonomy, practical experience and theoretical guidance in teachers' development. The intervention of researchers? Only in this way can the healthy and positive development of every teacher become possible.

4 teachers' independent development intention

The influencing factors of teachers' development need external intellectual support, material guarantee and spiritual encouragement to create conditions and provide guarantee for teachers' development. Stage? , where to promote teachers? Thaw? Orientation? Severe freezing? It also requires teachers' independent development intention, that is, whether they are willing to improve. Teachers' self-management should first have the intention of self-development and the motivation of self-improvement and self-breakthrough. Without this will, even if the external conditions are already available, it is difficult to mobilize the initiative of teachers' self-growth. Secondly, teachers with self-development intention should establish their own goals of managing themselves. There is no unified model for the goal of self-management, but the most important thing is that it is based on the individual's existing knowledge level, ability structure and development stage, and is related to the daily life of the school and the overall development goal, as well as to the education and teaching practice and the development and changes of students. This goal is a goal that teachers can achieve, and it is also a goal that fully challenges and stimulates teachers' self-development, so as to truly make? Goals reflect pursuits? , let? Target motive? . Thirdly, teachers with self-development intention will not blindly wait for the improvement of external conditions or blindly complain that teachers' development conditions are immature and pessimistic. They will love their jobs very much. Because of their love, they have a strong internal motivation for development, and they will strive for various opportunities for learning and communication. They are not satisfied with their educational and teaching achievements. They will constantly challenge themselves and surpass themselves, and? Lifelong learning? Then start a new round of development.

Third, suggestions to promote teachers' self-management

Teachers' self-management is of great significance to teachers' self-development and the realization of school organizational goals. The following interview puts forward some suggestions to promote teachers' self-management from two levels: school and individual teachers.

1 Encourage teachers from multiple angles and strengthen their sense of identity.

Teachers' self-management should start with a solid emotional foundation. Without a sense of identity and belonging to the school, teachers will only accept school management mechanically? Rules? Can't and won't manage themselves. The sense of identity with the school can effectively awaken teachers' self-management consciousness and play a decisive role in the sense of belonging to the school. ? The establishment of a sense of belonging needs to meet the following conditions: the organization can meet the survival and life needs of its members, members can be respected in the organization, and members can get fair competition and opportunities for continuous development in the organization. ? Therefore, schools should actively create a platform for teachers' development. Encourage teachers from multiple angles, stimulate their internal development needs, and let every teacher do it? The protagonist? Opportunity makes every teacher realize that he should be the master of his career. As long as he works hard to strengthen self-management and realize self-renewal, he can be competent for the duties of contemporary teachers, and at the same time he has achieved his unique professional dignity and joy. For different schools, it is impossible to encourage teachers in all aspects such as treatment, feelings and career. Therefore, combining with the actual situation of school development, it is a natural choice for schools to flexibly adopt incentive strategies suitable for teachers' needs and school organizational development level.

2 to create an organizational culture conducive to teachers' self-management

With the deepening of the exploration of effective school management, organizational culture, as an important factor affecting the effective development of schools, has attracted people's attention and expectation. ? Usually, culture is defined as the cohesion of members of solidarity organizations. This kind of cohesion may be social or normative, and it wants to express the values or group beliefs enjoyed by the members of the organization. ? Different organizational cultures have different influences on teachers. In some schools, leaders, managers and teachers all live together? Does it taste good？ I am full of confidence in my work, I am very happy to cooperate with each other, and I will pass on this pleasure to my students. Teachers can effectively carry out self-control, self-regulation and learning, and teachers' learning, teaching, research and cooperation have become a conscious behavior. However, in some schools, teachers complain constantly and progress is slow; Although school leaders have power, it is difficult to point out the direction of development. There are conflicts between managers and teachers, and teachers' psychology will also be passed on to students. Similarly, what students give back to teachers is impetuous, free and other inertia psychology, and sometimes even despair. Therefore, schools should strive to cultivate employees' * * knowledge and realize the enjoyment and promotion of value.

Strengthen the cohesion of teachers' team, so as to rebuild the organizational culture conducive to teachers' self-management.

3 the guarantee of a strong management system

Scientific and perfect school management system does not conflict with teachers' self-management. On the contrary, it provides a guarantee for the self-management and self-development of teachers. Would you like to do it? And then what? Are you happy? . Especially in the system of democratic participation and teacher evaluation, which teachers pay more attention to, if there is no proper authorization and incentive system, teachers can easily choose to evade their responsibilities, walk slowly, and even have no self-management ability? Impulse? . That is, empowering teachers. Teachers should play a role in policy making and establish a colleague relationship with managers? * * * Enjoy power? . Through this relationship, the principal becomes the promoter of the school goals, empowering teachers and allowing them to have their own opinions. On the contrary, it is also a way to show more respect for the teaching profession. ? The conflict and opposition between managers and teachers are gradually reduced with the empowerment of teachers, so that every ordinary, diligent and individual teacher can? Full of energy? .

4 Correct understanding of self

Teachers' self-management has a strong sense of consciousness and purpose, and does not need external reminders and supervision. Without consciousness, there is no self-management. To enhance self-awareness, we must have a correct understanding of ourselves. ? In fact, really knowing yourself is the first step of self-management? . In short, teachers should have a clear understanding of their own advantages, good learning, working methods and values. Teachers should not only be clear about their own values, but also learn how to deal with the conflict between personal values and organizational values. The values of individuals and organizations may not be exactly the same, but they must also strive for compatibility and coexistence, so that individuals can be improved in the process of striving for coexistence.

5 Pay attention to time management

? Busy? It is a true portrayal of the current primary and secondary school teachers, and whether to pay attention to time management is the main reason. Teachers with time management consciousness can arrange their daily work, study and life in an orderly way, so that every day is full of freshness, hope and innovation; Teachers who have no sense of time management are exhausted every day and fall into trivial matters. Pay attention to time management. First, we learn to set priorities and link them with actions. It should be recognized that there are many different orders and different types of things should be treated differently. We should strictly distinguish between what is urgent and what is important. It is best to arrange the time sequence according to the principle that urgency comes before importance, and deal with urgent things first and then important things. Of course, you can't just deal with urgent things and forget to deal with those important things. For those important things, we should think through various possible means, which are long-term, short-term and may be in between. If it is long-term, it is necessary to consider its short-term application, set intermediate transition steps, and then determine the time and place of implementation. Secondly, teachers should develop good working and living habits, which is also the main content of time management. Teachers should change their thinking, that is, change their existing attitude, understanding and understanding of time. ? Busy? It doesn't mean that teachers can't pursue the richness of life and enjoy their leisure. The key is that teachers should manage their time well? Degree? Define your own values or life goals, start from daily life, start from details, and make a plan? Busy and effective, busy and full, busy and happy? Modern teachers.

6 ? Do it well? Teachers' professional development planning

Teachers' professional development planning is also one of the main contents of teachers' self-management. Generally speaking, teachers' professional development planning involves individual self-analysis, establishing professional development direction, designing action plan and so on. But? Planning? It's not just a written expression, not a target? Chasing the wind of planning? Or? Show? For others to see, but in planning, we should not only pay attention to the compatibility between teachers and school organizational goals, but also realize the interaction and unity between school development and teachers' personal development, and also have the real practice after planning, that is, the process of taking serious actions to achieve the goals set in the planning; It is necessary to formulate concrete and feasible goals, and dynamically adjust and revise the plan according to the process of education reform, the development stage of teachers and the changes of internal and external conditions; We should not only seek the support of external administrative, material and intellectual resources in the implementation of the plan, but also emphasize the importance of learning from teachers. Is it possible? We should give full play to the autonomy, self-discipline and consciousness of teachers' professional development, and strengthen self-renewal and promotion from every link that can promote our development in daily life. Do it well? Understand planning in this sense.

In a word, teachers' self-management is an effective supplement to organizational management. Because its motivation mainly comes from teachers' self-need, teachers' voluntary and self-action, teachers' self-management can promote teachers' sustainable development, thus stimulating teachers' self-improvement, self-realization and self-transcendence, and then injecting vitality into the connotative development of schools. People are willing to develop and dare to take responsibility, and people also have strong motivation to pursue success and achieve success. So, from where? Is it possible? Therefore, teachers should objectively analyze their own development environment, create conditions for self-management and self-development as much as possible, and strive to use scientific knowledge, skills and ideas? Any weapons? I insist on continuous learning and reflection in my daily education and teaching life, and this normalized accumulation is the basis of teachers' self-management.