Dissertation > Culture, science,education, sports > Education > Secondary education > School Management

The Comparison on Primary and Secondary School Principal Training between China and America

Author QuanJingChao
Tutor LiuZuo
School Hebei Normal
Course Educational Economy and Management
Keywords China America Primary and Secondary School Principal Training Comparison
CLC G637.12
Type Master's thesis
Year 2008
Downloads 482
Quotes 8
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Schoolmaster is the soul of a school. Advancing the principal’quality and strengthening their training is a significant move strategically. Li Lanqing once indicated that an excellent principal leads a team of brilliant teachers, and then a good school can be built. In some sense, an excellent principal is equal to a splendid school. The citizen’s quality is directly related with fundamental education,whose level is determined by the quality of primary and secondary school principals. Today more and more people have realized that the development of school is influenced by the principal’s management, and the work is a“low input, high output”cause, which promotes the education reform and development overall and basically. Strengthening the team construction of schoolmasters and improving their quality and ability by training, is becoming the consensus of all countries in the world. Therefore, the countries all over the world are exploring the training all the time. And the history of American principal training is 127 years long. They have already accumulated a lot of experience in the educational leadership training.China has the largest scale of fundamental education in the world. We can’t create and provide high quality education resources at all without highly qualified schoolmasters. So we started to publish series of policies and legislations about it from 1989 and three turns training in nation wide nearly every five years had already been carried out. Nowadays principal training during the eleventh five year plan is developing. We have placed great importance on this project, and it has become one significant part of the basic education reform and development. Since millions of primary and secondary school principals’training projects are developing dramatically, we have done theories research actively. However, most of these theory studies are the experienced summary, lacking rational thinking, and their development is slow and depressing, also exists a great deal of urgent problems to be solved. Principal training’s horizontal exchange is not enough, especially in the comparative study. Most analysis is simple interpretative and commendatory. It can’t fully considerate our country’own situation and reality.China and America has their own traits and operation in principal training because of the different political system, economy, and culture. As an exploitation for the manpower of schoolmaster, they both follow the essential rules, and have some similarities. Taking Chinese and American principal training as research objects, this paper tries to find the similarities and differences between them, in order to assimilate American experience, deepen the cognition of headmaster training in our country, bring academic research and innovation into play in practice, and improve the quality of our county’s principal training, and offer several proposals .By using literature review and comparison to do research, this paper is composed of four major sections:(1)Introduction, including the research background, significance and purpose, methods, defining concepts, and the research summery; (2) Elaborate the principal training in America and China; (3)Analysis the differences and similarities between China and America from training goal, system of organization and management, training organization, training curriculum, training pattern, training evaluation, guarantee system; (4)Reflection and thinking based on the comparison above. According to the demand of education reform and the need of primary and secondary school principal, we can take these measures below as follows: (1)Establish principal standards and objective system in the term of their develop rules and the demand of education reform; (2)Reform the training management, and found the quality certificate system; (3)Strengthen the construction of training institution, and play their function fully; (4)Optimize the frame of training curriculum to adapt to the need of professionalize; (5)Innovate the training pattern, and improve on techniques; (6)Strengthen the appraise on training, and promote principal’s professional development; (7)Think much of lawmaking, set up special expenditure for training, and build reasonable expenses sharing system.

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