School Management Psychology: Theory. Application. Research

Author: Song Yue-li
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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, 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 continuously deepened, and school management has gradually transitioned from an experience-based approach to a scientific one. The modern view that "principals should be educators" is increasingly recognized by school leaders in China, and their awareness of competition, research, and the need to adjust and reform schools to meet societal development requirements has grown stronger. 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 university and department leaders, as well as Nanjing University Press, they have dedicated three years of effort to completing this book, which they are now proudly presenting to readers. The book strives to reflect the following characteristics:
1. Adhering to dialectical materialism, historical materialism, and systematic scientific methodology, using the social systems perspective of organizations to analyze management psychological issues in subsystems such as leadership decision-making, moral education, teaching, research, and logistics within schools, thereby strengthening macro-level organizational behavior management.
2. Treating theory, application, and research as the logical mainline for constructing the theoretical framework.
3. Drawing on international management psychology theories while emphasizing their integration with China's school management practices.
4. Reflecting the recent developments and research achievements in school management psychology both domestically and internationally.
5. Comparing the management psychology of primary and secondary schools with that of higher education institutions to deepen the understanding of the underlying principles of school management psychology.
6. Introducing several typical effective management models.
These efforts make the book highly scientific, practical, and operational. The book is suitable as a teaching text for undergraduate and graduate students in universities offering courses on school management and educational management; as a teaching material for diploma students in secondary normal schools taking courses on school management psychology; 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 learning reference for young correspondence students and self-learners.