Basic School Management

Author: Huazhong University of Science and Technology Press
Publisher:
Publish Date: 2004-06-01
Features: First, the status of the basic links is different. School administrators should focus more effort on key links and avoid evenly distributing their efforts across all activities. Second, the specific manifestations of the basic links are different. School administrators cannot adopt a one-size-fits-all approach, making all management activities of different tasks take the same form. Third, the actual procedures of the basic links are different, and the order of these links can vary. For example: partial cross-type links, point-to-surface diffusion type, goal segmentation advancement type, etc. For school administrators, what matters is not how many types of implementation methods they master, but whether they can start from the actual situation and focus on accurately grasping the key points of managing different tasks. The school management process is like an entire machine, composed of various components, parts, and numerous gears. School administrators direct and operate the machine to run regularly and continuously, following a certain procedure to achieve the goals of school work.
4. School Management Process and Environment
The school management process takes place under certain environmental conditions. In terms of the process itself, from planning to summarizing, it is a closed and complete cycle. However, in the actual management activities of primary and secondary schools, the external environment constantly influences the process, and each stage of the process often has multiple connections with the outside world. Therefore, the optimization of the process cannot ignore environmental factors. The optimization of the school environment involves the overall management status of society and has a direct connection with the macro-management of the education administrative department. This is not something the school can completely solve alone.
The procedural activities of the school management process are closed. Without forming a continuous closed loop, the effectiveness of the management process is difficult to demonstrate. At the same time, we must recognize that the procedural activities are also open. When formulating plans, external influences and conditions must be taken into account, and the requirements and expectations of the social environment for school work must be reflected. During the implementation stage, school administrators must not only coordinate internal relationships but also coordinate relationships between the school and the outside world. Similar situations occur during the inspection and summary stages. It is clear that the activities of each stage cannot—and should not—be closed off. Therefore, an optimized school management process should be one that maintains the closed nature of its own procedural activities while being open in terms of the content and methods of activities at each stage, existing in a state of both closure and openness.
External influences will inevitably cause changes in the stable state of the procedural activities of the school management process, even leading to significant fluctuations, which will reduce the effectiveness of the process. School administrators often take adjustment measures passively after external influences have occurred, researching and implementing them. An optimized school management process, however, is more proactive in adapting, reducing the impact of external shocks to the lowest extent possible. To achieve this, school administrators must be forward-looking and have contingency plans to avoid reactive responses after incidents occur.
Of course, external influences come in different forms, including ordered influences, as well as more unordered influences and exceptional cases, which are difficult to predict. Therefore, an optimized school management process should have anti-interference capabilities or a high degree of tolerance, able to incorporate randomly occurring events into