School Management Psychology: Theory · Application · Research

Author: Song Yueli, Editor-in-Chief
Publisher:
Publishing Date: 2004-11-04
Features: School Management Psychology is a rapidly developing emerging applied psychological discipline. Since the mid-1980s, China has published several textbooks on School Management Psychology, playing an pioneering role in training school administrators and promoting the development of the discipline. However, as the foundational theory of School Management Psychology, Industrial and Organizational Psychology has rapidly advanced, with research focus gradually shifting from micro-level studies of individual psychology within organizations to macro-level studies of organizational behavior. School reforms have been continuously deepening, and school management has gradually transitioned from an experience-based approach to a scientific one. The modern view that "a principal should be an educator" is increasingly recognized by school principals in China, with their awareness of competition, research, and the need to adjust and reform schools to meet societal development requirements constantly growing. Society now demands higher theoretical depth, practical value, operational feasibility, and research guidance from School Management Psychology.
The authors have been engaged in teaching and research on School Management Psychology in universities or research institutions for many years. Recently, they have collaborated with international scholars on research, further strengthening their motivation to write "School Management Psychology—Theory, Application, and Research." With the support of school and department leaders, as well as Nanjing University Press, after three years of dedicated effort, the book has finally been completed and presented to the readers, a source of great satisfaction.
This book strives to reflect the following characteristics:
1. Adhering to dialectical materialism, historical materialism, and systematic scientific methodology, it analyzes management psychological issues in subsystems such as leadership decision-making, moral education, teaching, research, and logistics within school organizations from the perspective of social systems, enhancing the content of macro-level organizational behavior management.
2. Treating theory, application, and research as the logical thread for constructing the theoretical framework.
3. Drawing on international management psychology theories while emphasizing their integration with China's school management practices.
4. Reflecting recent developments and research achievements in domestic and international school management psychology theories.
5. Comparing the management psychology of primary and secondary schools with that of higher education institutions to deepen the understanding of the laws governing school management psychology.
6. Introducing several typical effective management models.
These efforts make the book highly scientific, practical, and operational. It is suitable as a teaching text for undergraduate and graduate students in universities and colleges offering courses on school management and educational management; as a teaching material for diploma students in secondary normal schools taking School Management Psychology courses; as a textbook for training educational organization, personnel, and management cadres; as a reference book for educational management, organization, and personnel training in enterprises and institutions; and as a study guide for young correspondence students and self-learners.