How does the headmaster arouse the enthusiasm of teachers?

Teachers are the foundation of education. Teachers are an important resource and strength for school reform and development. Fully mobilizing teachers' enthusiasm and creativity is the core of school management and the principal's primary task.

How does the headmaster arouse the enthusiasm of teachers?

First, we need cultural guidance. Culture has the functions of guidance, infiltration, infection and education. Building a school culture with characteristics, quality and connotation is not only the highest pursuit of the school, but also an important form to mobilize and motivate teachers. Principals should lead teachers, actively construct teachers' culture, use culture to unite the strength of running schools and stimulate teachers' vitality.

The second is to make the system fair. The management system of school education and teaching is the basic means of management and the basic form of managing teachers. Principals should listen to teachers' opinions and suggestions when formulating various school systems to ensure the scientific nature of the system. At the same time, the implementation of the system should be fair, just, democratic and transparent in order to arouse the enthusiasm of teachers.

The third is humanistic care. Principals should establish a sense of service and public servants, respect and care for teachers, take the initiative to listen to teachers' suggestions on school work, and help teachers solve their difficulties and concerns in life and work.

The fourth is to improve treatment. Principals should make full use of the provisions of the policy documents, combine the actual situation of the school, win support in many ways, do their best to improve the living conditions and treatment of school teachers, and stimulate the enthusiasm of teachers.

The fifth is mechanism incentive. Schools should establish and improve a scientific mechanism to motivate teachers, respect teachers' labor achievements, reward teachers who are active in teaching work, and form a scientific mechanism to evaluate outstanding teachers and promote professional titles.

Editor's Note: As an ordinary primary school teacher, I personally realized that it is really not easy to be an ordinary primary school teacher. These are not easy to be reflected in "difficult grades, difficult grades, difficult wages, difficult work, difficult management of students, difficult communication between parents, difficult school leaders, difficult colleagues and difficult future."

Ordinary teachers have many difficulties. As a principal, how to mobilize the enthusiasm of teachers? 1. The headmaster sets an example and is willing to serve the teacher.

Nowadays, many schools are more like enterprises than a school, and even many management methods manage teachers in full accordance with the management methods of enterprises. As we all know, teachers are not ordinary practitioners, and their work objects are not industrial products. There are indeed many disadvantages in using the management system of enterprises to manage teachers. In addition, many principals manage teachers in the way of enterprise management, but they don't set an example, and often violate their own management rules and regulations, which leads to teachers' complaints.

Why does the teacher have to brush his face every time he goes to work, but the principal is often late to sign in without brushing his face? Comment on why the headmaster is not good at teaching, but always wants to give the teacher a bad grade. Why does the headmaster of the homework not think of the teacher and serve the teacher? Why does the teacher have to work hard for the headmaster all day? It can be seen that principals and teachers are the unity of opposites. As a manager, it is necessary for the principal to set an example and serve the teachers.

2, strengthen the cultivation of their own cultural quality, improve their own education management quality and ability.

Judging from the principals promoted by most schools at present, the cultural quality, educational management quality and ability of a considerable number of school principals are not up to standard, which can also be said to be simply not suitable for the needs of educational management in the new era. At present, quality education is being carried out, which requires schools to reduce students' burden, strengthen exercise and cultivate hobbies other than cultural knowledge, so that students can develop morally, intellectually, physically and artistically.

However, under the management of the current principal, many schools still focus on assessing teachers' test scores and solidly implement exam-oriented education. Teachers are always required to enter teachers in advance to manage students, delay students' class time, and even illegally ask teachers to make up lessons with or without compensation. This kind of management is simple and rude, without considering the current new educational concept and seriously carrying out quality education. Some principals have never read a book, written an article or attended a class for a year, which is completely unlike what a principal should look like. A few principals are promoted from physical education teachers and general affairs. It is conceivable that the cultural quality training and educational management ability of principals are different, so it is necessary for principals to strengthen this training.

3. Strengthen humanistic care for teachers and implement fair and just management.

At present, the headmaster of the school is not short of "money", "people" and all kinds of software and hardware conditions to manage the school well. What they want is the educational concept of the new era. What they lack is humanistic care for teachers, but what they want is fair and just management. Although teachers are "engineers of the human soul", they are not even as good as a dog in front of the principal.

The teacher is just an ordinary person when he leaves school. Even the students he teaches can bully themselves. Parents can go directly to school to find trouble with teachers. School leaders can also make teachers unable to turn over all their lives in one sentence. The teaching profession is just an ordinary profession. Teachers are really ordinary people, with some normal people's joys and sorrows, as well as emotional and inner collapse. Therefore, as a principal, you should not always think about your own achievements, but also about your teachers, reduce the pressure on teachers, strengthen humanistic care, and at least treat every teacher fairly in management.

4. Give profits to ordinary teachers and find ways to encourage and reward teachers materially or spiritually.

Since 20 12, many benefits of teachers have disappeared, and even the benefits of trade unions are very few. But in addition to these benefits, teachers expect that there are still many opportunities worth pursuing, and there are always opportunities in evaluation, task arrangement, being arranged to go out for study and training, and promotion of professional titles. If school leaders such as principals compete with ordinary teachers for these interests, teachers will certainly complain.

As a principal, it is naturally easy to get opportunities such as going out for training, and it is also an honor to get the benefits of fame and fortune. If we can give a small part of fame and fortune to ordinary teachers, everyone will be happy. If the headmaster takes advantage of his position and gives himself rights in promotion, evaluation and work arrangement, without considering most ordinary teachers, such a headmaster is not worth mentioning to ordinary teachers. Therefore, as a principal, we should know how to give some fame and fortune to teachers in need, and help teachers to have substantial improvement in their work.

The headmaster is the leader of a school, his personality represents the humanistic quality of the school, his management level represents the quality of education and teaching, his heart reflects the cultural spirit of the school, his words and deeds represent the elegance of the school, and his reputation represents the honor of teachers ... So the headmaster is not so good, and many principals are not worthy of morality, which not only can not arouse the enthusiasm of teachers, but also negatively affect their work enthusiasm.

I am honored to answer this question. Although I am not the principal, I have my own views on mobilizing teachers' subjective initiative.

Teachers are required to do everything, the administrative leadership of the school should do it, and the principal should take the lead in setting an example. Take the school attendance system as an example. At present, many schools implement the system of sign-in, roll call and sitting in class. If teachers are only required to sit idle in class, school leaders are absent all day (except for business trips, but they should be publicized), and teachers have ideas in their hearts, which will lead to some bad feelings over time. If the leader says something, the teacher will have resistance in his heart, which is not convenient to mobilize the enthusiasm of work.

Provide a platform for teachers to learn and develop, promote teachers to develop in advantages, and fundamentally mobilize teachers' enthusiasm for work. Principals should understand the work situation, hobbies and specialties of each teacher, provide opportunities for learning, training and communication according to their own specialties, send teachers out to observe and study, broaden their horizons, there are mountains outside the mountains and people outside, give full play to everyone's strengths and constantly improve themselves. Young teachers, in particular, are enthusiastic and willing to contribute. The headmaster should try to encourage young teachers to give full play to their strengths, instead of discouraging teachers from working, encouraging more and criticizing less! This is much more than material rewards. As long as the development of teachers is put in the first place, teachers are constantly thinking about them. Teachers are very clear and do not work actively. I am sorry for the care of the leaders!

Respect teachers, understand teachers, and be good at listening to teachers' opinions and suggestions. The headmaster should not think that he is the head of the family, superior to the teacher and domineering. For example, when checking the routine work of teachers' education and teaching, some teachers do not do a good job. It is best to communicate equally, convincingly and easily accepted by teachers. Don't pretend to be a leader, criticize severely or inform the teacher. Teachers can accept the guidance of leaders from the heart, and continue to work hard and develop in a benign direction in the future education and teaching work. Principals should also be good at listening to teachers' opinions and suggestions and attach great importance to them. Unreasonable suggestions should be explained to teachers, and good suggestions should be given to teachers. At the same time, we should also praise the teachers for their bold suggestions! Only in this way can we fully mobilize the enthusiasm of teachers!

Chairman Mao taught us that cadres are the decisive factor after the route is determined. We often say that the train runs fast all by the headband. With a good principal, this school has a bright future.

To run a school well, we must do a good job in several aspects under the leadership of the principal. The first is to establish a scientific management system suitable for our school. This system must not be a plagiarized word game, but must be targeted, operable and very grounded. Make the whole school teachers and students have rules to follow. The second is to trust teachers, let go of their hands and feet, and let teachers give full play to their intelligence and wisdom in teaching. We should advocate flexible and diverse teaching methods. Third, we should formulate operational and intuitive incentive measures. Let the teacher's work have a goal and a head start. Fourth, we should not only impart cultural knowledge to students, but also pay attention to moral education, so that students can know how to behave and why to study. Make students develop a good style of study. Teachers and students, different disciplines, the same front, strive for the same goal. Fifth, strive to form a campus atmosphere with both discipline and freedom, and everyone is in a good mood. In this school, teachers are conscientious and conscientious, and students study hard for tomorrow's dream. This school will get better and better.

How does the headmaster arouse the enthusiasm of teachers? The key to running a school well is to have a good principal. It is correct that a good principal can run a good school. However, there are different opinions about what kind of principal is a good one. I think a good principal should fully mobilize the enthusiasm of all teachers and improve the teaching quality of students under the same conditions. To achieve this goal, it is not possible to solve it with words. In a school, in order to arouse the enthusiasm of teachers, I think the principal needs to do three things. First, the headmaster must be upright and be able to treat every teacher comprehensively, comprehensively and fairly. As long as it is conducive to the teaching work of the school, regardless of gender, age and personal relationship, it will be treated equally. When I go to a school to be the principal, the first thing is to understand how the teacher teaches. I ask each teacher to know what classes are suitable for me and what classes are most suitable for me. At the same time, recommend others, which classes are suitable for, and let teachers play their strengths to the greatest extent. I give lessons to teachers, which is every teacher's strength. I will involuntarily assign teachers to replace unsuitable courses. There is a 53-year-old male teacher who can't attend any classes and is in poor health. He doesn't take any other classes at all, so everyone will share them with him, so there will be no problem of failing in any class. I treat every teacher the same. Students who teach their grades well are my friends. There is only one standard for friends, the quality of teaching. I made the first one, and the teacher was very happy and honest with me. The second thing is that the headmaster should have certain authority and ability to manage teachers. As a principal, I attach great importance to it and encourage teachers to work hard with the reward system. For each teacher, only reward, not punishment. We won the first prize of 100 before, when the salary of teachers was very low. The top four were rewarded. Those who do badly in the exam will not be punished. In terms of attendance, all the students who are not late for a semester are Man Qin, and the bonus is very high. Whoever is late will not get the money. Never deduct money from those who are late or ask for leave. When I was a principal, teachers were not late for a semester, and many of them didn't ask for leave, because our teaching work was very tense. These two points are enough for teachers. The more advanced they work, the more they want to work. The less advanced they are, the more they need to work. Wherever I go, there are no backward classes and teachers. In fact, when I was a principal, I only used four words, fairness and policy. Finally, talk about the principal's own leading role. Why did this question come last? Because there are many factors in this problem. Schools are big and small, there are many teachers and students, and the principals are old and young. It is unfair to the principals to talk only about how the principals take the lead and not talk about the actual situation. However, in order to set an example for teachers, principals try their best to do a good job in a subject. I'm the principal. I insist on math in senior three, and sometimes in my graduating class. No matter how I take the exam, I am the first in the town. After the age of 46, in order to ensure the teaching quality of the whole school, I gave up my main subject and devoted myself to the teaching quality of the whole school. During my tenure as principal, the teaching quality of the school was the first. Because at this time, I not only rely on fairness and policy, but also rely on emotional intelligence. What is EQ? What is EQ? Morning glory in netizen education is right. Love is emotion, business is transaction. In a school, it is very important for principals and teachers to establish good feelings. The headmaster cares and encourages teachers everywhere and treats every teacher fairly. Teachers and principals have feelings, and they are willing to work for themselves and the principals, so although I don't substitute, the teachers still work hard. There is also the school bonus. I've never been the highest, and I've always been at the middle level. I never earn profits from teachers. These are some ways to arouse the enthusiasm of teachers when I am a principal. Every situation is different. Welcome outstanding principals, introduce their good experiences and learn from each other. Thank you.

I think the headmaster can arouse the enthusiasm of teachers, without the following points:

First, the principal's own personality charm, that is, the influence of non-power, the principal's character, the principal's example, the principal's professionalism and so on.

Second, the position of the principal is very important. Walk in front of the teacher as a leader, walk among the teachers as a collaborator and walk behind the teachers as a supporter. This is my experience in leading a team for many years.

Third, the wisdom and ability level of the principal. Without leadership wisdom, educational wisdom, organizational ability and educational ability, I am afraid it will be difficult to convince the public, let alone mobilize enthusiasm.

Fourth, principals can create a good school culture, which is the highest realm of cultural governance. Every teacher is the founder and executor of school culture, actively learning culture, and making every teacher take the school as his home, proud of me and ashamed of me.

Fifth, provide a platform for teachers' development, so that teachers can achieve professional growth. If it is a private school, it must be able to lead everyone to win the battle and seek more welfare benefits while developing professionally.

Sixth, democratic school management should not be centralized, but should give teachers more right to speak, so that every employee has a sense of ownership, and at the same time do things better through brainstorming.

Seventh, we must be fair and just. Any bias will make the teacher out of balance and everything will return to zero.

A little experience sharing, for reference only.

Schools can't do without principals and teachers. The rise and fall of a school is inextricably linked with principals and teachers. First, the relationship between the school and the principal.

Let's take a look at what happened around us first.

A provincial rural demonstration junior high school in our town used to have 1. 8 million students, but it became a school with less than 1. 0 million students. The garden-like campus where students were crowded has become a miserable situation where no one cares. This has a decisive relationship with the change of the principal.

The original headmaster was the first headmaster. He is passionate about his work, eats and lives in school, is honest and has a high level of management. He is a good leader who really wants to make a difference. Under his leadership, a group of young teachers and old teachers are very enthusiastic about their work and work hard with the principal from morning till night. Students also live up to expectations. The number of people admitted to key middle schools has increased year by year, and the school has become more and more famous in the local area, becoming a veritable good school.

Later, for some reason, another principal was changed. After a period of time, problems appeared in education, teaching and school management. Another one. Still no good. Up to now, there have been four principals, and none of them can catch up with the first principal.

Unexpectedly, the first headmaster came to another school in our town. After several years of hard work, the prosperity of the school never appeared again. People say that he lost the team that helped him wholeheartedly. "Just a dragon, how much water can you pump?"

Another school is similar, and a junior high school has been closed for 20 years.

So,

1. If a school wants to run well, it is absolutely impossible to rely solely on the principal.

A good school must have a good principal.

3. A good principal does not necessarily bring out a good school.

If you want to bring down a school, the principal can easily do it alone.

Second, the relationship between schools and teachers.

From the above example, we can easily see that without the help of teachers and their efforts, the headmaster alone will never make that rural demonstration junior high school famous. And vice versa, Dallas to the auditorium, so:

1. A group of good teachers can help create a good school.

Without the efforts of countless good teachers, a school cannot be a good school.

The decline of a school is related to its teachers.

Principals, teachers and schools are interrelated and influenced by each other, and they have a relationship of glory and loss. Therefore, it is very important for principals to mobilize the enthusiasm of teachers.

Third, how can the headmaster mobilize the enthusiasm of teachers?

1. Set an example.

2. Reward the excellent and punish the poor.

Teachers who perform well must give appropriate praise and rewards, and they should be rewarded handsomely.

3. Treat the teacher as a relative.

Care for every teacher, from work, study, life and so on. Don't haggle, don't retaliate.

4. Fairness, justice, openness and transparency.

Major and minor issues concerning teachers' vital interests can be made public and resolutely, and should not be concealed or operated behind closed doors.

Only when a good principal leads a group of good teachers can a good school be established or maintained forever.

Both are indispensable and cannot be neglected.

what are you reading?

(Peng Ruijin)

Learning to be a teacher is a good example. Lead by example, lead by example, teach by example, do not covet professional titles, do not seek personal gain, lead by example, and have high morality.

If the principal is like the "locomotive" of a school, then the teacher is like a train behind the principal's "locomotive", both of which play a very important role in the school. Then, in a school, how does the principal, the "locomotive", lead the school teachers to be steady and far-reaching? I think if we do the following three things, the headmaster can fully mobilize the enthusiasm of teachers, but the third one is more difficult.

First, every system formulated by the principal should convince the teacher.

Governing the people by the people will be exhausting; Only by using the system to govern people can all the work of the school be on the right track and the management efficiency of the principal be improved. A school, only a fair and just system can really play its established management role; On the other hand, if the various systems formulated by the principal are just "scarecrows" that are dispensable to teachers, then it is tantamount to "cold nights" for the principal to manage the school well.

I remember a headmaster of a rural junior high school. When he formulated the school-related system, he always sought the opinions of teachers in an all-round way, and after a period of implementation, he constantly improved it. As a result, all the teachers in this middle school were impressed by the principal's management methods. The teachers who teach in this school have a sense of happiness and gain, and many excellent teachers have followed. "Don't let honest people suffer, implementation is the level" is the mantra of the principal of this school, and it is also the biggest reason why this school can widely absorb outstanding teachers and high-quality students from surrounding schools. Under the pressure of the system of clear rewards and punishments, every active teacher, even if honest, is quite good in treatment. In this case, every teacher's work enthusiasm has been greatly improved.

Second, the headmaster should have enough personality charm.

A headmaster with enough personality charm is selfless and broad-minded, and will never enjoy the benefits alone. They will never drag their feet when they are decisive, but they will be brave enough to take responsibility when they come forward. When the teacher needs it, the principal will spare the teacher worries with a service attitude; Charming principals not only pay attention to the effectiveness of teachers' work, but also pay attention to teachers' professional growth, which makes most teachers become independent "one-member generals" under the leadership of principals.

Third, the headmaster should give teachers enough humanistic care.

Most principals say so, but it is inevitable that they will be "selectively blind" when doing so. It can be said that it is difficult for many primary and secondary school principals to give enough humanistic care to teachers. Around us, many principals pretend to be "parents", and this "paternalism" leads them to be above others. At the same time, some principals are very concerned about school affairs or their own affairs, but they are quite indifferent to teachers' personal affairs, and even don't consider things related to teachers' personal interests at all, which is extremely unfavorable for improving teachers' work enthusiasm.

Only by giving teachers enough humanistic care can we give full play to the function of teachers' collective efforts and make the whole school teachers twist into a rope. I remember that the headmistress of a junior high school is very concerned about the rectification of school spirit and the personal affairs of teachers: which teacher has contradictions at home and which teacher has a knot in her heart, the headmistress will definitely help her solve problems and make suggestions for the first time-the persuasion and the mobilization. In such a large school group, female principals and teachers are like brothers and sisters, and teachers naturally support "warm principals", so the enthusiasm of teachers will naturally "step on the gas pedal".

If you are a teacher, what kind of headmaster do you think can fully mobilize the enthusiasm of teachers? Welcome to communicate.

I think the key to the success of the headmaster's work lies in whether he wins the hearts of the people. As the ancients said, those who win the hearts of the people win the world. When the headmaster wins the hearts of the people, the enthusiasm of teachers can be easily mobilized and the headmaster's school-running strategy can be easily implemented. On the contrary, the headmaster is unpopular and the teachers hate him. How does he motivate the teacher? So, what can the headmaster do to win the hearts of the people and arouse the enthusiasm of teachers?

1. Be fair and stick to principles.

School management is inseparable from rules and regulations. The formulation of rules and regulations must be cautious, comprehensive, just, fair and operable. At the same time, the implementation of rules and regulations must be in place, and no one can override the rules and regulations. But in practical work, some people will try to break the rules. In this case, a good principal will stick to the principle, no matter who he meets or what happens, he will stick to the principle and do things according to the rules. This may offend some selfish people, but it has won the hearts of most teachers who are willing to abide by the rules. What about the bad principal? When you meet different teachers, you will take different treatment methods and give different treatment results for fear of offending others or for other purposes. It is difficult to convince all the teachers, and it also undermines the rules and regulations that I presided over. In the long run, most teachers are offended and their hearts are cold. How can we arouse the enthusiasm of teachers?

2. Take the lead in setting an example.

Confucius said: "His body is upright and he goes without orders; His body is not right, although he does not obey. " As the person in charge of a school, we must pay special attention to our image, constantly strengthen our self-cultivation and always set an example for teachers everywhere. A village party secretary said that the principal is the teacher's teacher. It really makes sense to think about it. The headmaster should strive to take the lead in everything and ask the teacher to do what he wants to do first. Some principals put themselves above other leaders and teachers and are strict with themselves. How can he persuade others when he tells them what to do?

3. Proficient in business and professional guidance

Teachers are professional and technical personnel, and what they admire most are experts in the industry. If the principal is an expert in business, teachers will have special respect and admiration for him, and they will be very willing to accept his guidance and do things according to his requirements. President Niu mentioned above is such a good principal who is proficient in business. Every time he attends a lecture, his comments definitely hit the nail on the head, which makes other leaders and teachers feel inspired. Under his guidance, countless teachers were rated as high-quality courses. Moreover, he never used the tone of preaching to evaluate the class, but stood on the teacher's point of view to help the teacher analyze and benefit the teacher, who was convinced. On the contrary, some principals, with limited level, just like to show themselves in front of teachers and use the tone of superiors, which is difficult to convince teachers.

4. Correct positioning, highlighting key points

There are many things in school work, and a good principal should be good at prioritizing, straightening out relations and correctly guiding the direction of the school. Everyone knows that the graduating class is the window of the school and it is related to the reputation of the school. At the same time, the teachers in the graduating class are also particularly hard. Therefore, a good principal will definitely tilt the policy of assessment and evaluation to four levels and stick to it. On the one hand, teachers are willing to teach in the graduating class, which ensures that the graduating class has the best teachers. On the other hand, everyone also understands the rule that whoever does more will get more honor. In the long run, a virtuous circle will be formed. A bad principal will waver. Today's teaching is important, tomorrow's safety comes first, and the propaganda work the day after tomorrow comes first. In this way, teachers will be at a loss and their enthusiasm will be hit.

5. Resolve contradictions and straighten out relations

Contradictions are everywhere, all the time, and so is school work. Good principals will pay special attention to teachers' ideological work, resolve various contradictions in time, and let teachers work with peace of mind. President Niu has done a particularly good job in this respect. He often talks with teachers to understand their ideas and eliminate their misunderstandings. At the same time, he never let go of the problems he encountered, and must find a solution at the first time to resolve the contradictions. On one occasion, several teachers who had been teaching in the graduating class for five or six years found him and said, "We have been working in the graduating class for so many years, but we haven't got an excellent exam yet, and there is still no hope." Because at that time, in order to encourage teachers to be class teachers, the school stipulated that the class teacher should add 2 points in the assessment, so it was difficult for teachers who did not serve as class teachers to get excellent assessment. President Niu has not let go of this problem. He feels that the non-class teachers in the graduating class are also very hard. Some of them have taught the graduating class for many years and made great efforts for the school. Their demands are reasonable, but the school leaders do not consider the problem comprehensively. At noon that day, he did not take a nap. After careful consideration, he finally came up with a plan: teachers who have taught in the graduating class for three consecutive years can get 0.7 points every year in the third year, and teachers who have taught in the graduating class for five consecutive years can get 0.5 points every year in the fifth year. This plan was submitted to the teachers' congress for discussion and implementation, which solved this contradiction well and greatly mobilized the enthusiasm of teachers.

6. Respect teachers and care for students