以教职工的发展看美国教育学论文的写作 [9]
论文作者:jessica论文属性:课程作业 Coursework登出时间:2014-11-03编辑:jessica点击率:11708
论文字数:5242论文编号:org201411012054392369语种:英语 English地区:美国价格:免费论文
关键词:学校school发展develop计划plan员工staff
摘要:教师是学校的支柱,同样也拥有学校的规划发展,那么教职员工在学校的规划发展中占有多大比例呢?该论文重点分析研究了学校发展与教职员工的关系。以及教职员工在学校里占据的地位。
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Findings
All respondents admitted that the principal is always involved in the planning process and nineteen of them said that assistant heads and teachers are involved, (Appendix 2, figure 6). They confirmed this in question 25 when they were asked to which extent they agree that everyone should be involved in the planning (figure 3 below). All teachers and LSA’s under study agreed that all their suggestions are appreciated. With regards to SDP monitoring the respondents indicated that mainly it is done on staff development days and on staff meetings which are held every month and described it as the best timeframe for the SDP to be monitored. Only 9 of the participants said that teachers are also involved in the monitoring process.
Analysis
The respondents seem to know that the monitoring is done monthly in staff meetings and three times yearly in staff development days by the management. However, this seems quite contrary to what they said in the questionnaire because in staff meetings all teachers and LSAs are involved. In another study in Zimbabwe in 2003, many teachers were called to participate in workshops. In these workshops, Wadesango (2010, p275) discovered that teachers were not happy with the principal’s leadership style because it was too autocratic. More over when teachers are not involved in a particular process of change, they might refuse it. This might lead to students’ failure in education and examinations. In School X the autocratic leadership style is not present because they feel involved and their suggestions are appreciated.
To what extent does the teaching staff own the development plan?
Findings
Consider it as a useful tool for different reasons, everyone seems to understand the benefit of development planning, (see Appendix 2 figure 7). Nearly all of them said that the document is an everyday reference for the principal, assistant heads and teachers. However although they agreed that the school owns good implementation techniques, eleven of them chose to remain neutral when asked to indicate their opinion about every member’s cooperation with the SDP suggestions, seven seem to agree and three disagreed. Two of the respondents indicated that they were never involved in the implementation process because they were new to the process itself. Although it seems quite obvious that the school provides a copy of the SDP document to all staff, two of the LSA’s under study pointed out that they don’t own a copy of the document. However, all the staff consider it as a significant tool and as an important step to refer to it where their area is involved. This view was supported by all the staff who owns a copy. When asked to indicate what leads to an unimplemented decision they said that mainly it is because of different beliefs and uncertainty (see figure 4 below).
Figure 4
Analysis
It is very important that a written plan is put into action and not left on paper. According to Miles (1986) and Fullan (1991) (cited in Hopkins and Lagerweij 1996, p69) the process of change consists in 3 stages which are bound together. The first stage is initiation which consists of taking a decision that something has to be done. In fact when looking at the evaluation provided by the head of school I have noticed that the first thing the school does is to distribute a questionnaire among
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