【摘要】：班級(jí)管理作為學(xué)校管理的最基本單位，班主任作為一個(gè)班級(jí)直接的教育者、組織者、管理者，肩負(fù)著更多的職責(zé)和使命，班主任必須依靠科學(xué)的理論來(lái)指導(dǎo)實(shí)踐活動(dòng)。而班主任的領(lǐng)導(dǎo)行為隨著社會(huì)的發(fā)展與進(jìn)步、教育的改革和發(fā)展面臨著新的問(wèn)題和挑戰(zhàn)。目前一般情況下中等或中等偏上的初中畢業(yè)生進(jìn)普高就讀，繼而升入普通高校。而近幾年，隨著五年制高職的不斷發(fā)展，招生規(guī)模的不斷擴(kuò)大，進(jìn)入高職院校的生源質(zhì)量參差不齊，而五年制高職學(xué)校師資力量相對(duì)薄弱，五年制高職班主任的領(lǐng)導(dǎo)行為，區(qū)別于其他類(lèi)型學(xué)校的班主任，亟待深入的研究和探索。 本文通過(guò)使用五年制班主任領(lǐng)導(dǎo)行為的調(diào)查問(wèn)卷對(duì)蘇州市兩所具有代表性的五年制高職學(xué)校班主任的PM領(lǐng)導(dǎo)行為進(jìn)行了調(diào)查和研究。研究結(jié)果顯示：從選取的五年制高職學(xué)校的樣本來(lái)看，PM型占9個(gè)（45%），，P型占1個(gè)（5%），M型占3個(gè)（15%），pm型占7個(gè)（35%）。最佳的PM類(lèi)型班主任所占比例不高，五年制高職班主任的工作績(jī)效和團(tuán)體維系職能都低于同地域的中學(xué)班主任。 本研究對(duì)五年制班主任的領(lǐng)導(dǎo)行為現(xiàn)狀進(jìn)行了較為詳盡的認(rèn)識(shí)和分析，以幫助五年制班主任提高認(rèn)識(shí)，完善對(duì)班級(jí)的管理和引導(dǎo)。借鑒相關(guān)PM領(lǐng)導(dǎo)理論，提出做好五年制班主任工作的建議，并嘗試對(duì)班主任領(lǐng)導(dǎo)行為的培養(yǎng)的趨勢(shì)做出預(yù)測(cè)。
[Abstract]:Class management as the most basic unit of school management, class teacher as a class direct educators, organizers, managers, shouldering more responsibilities and missions, class teachers must rely on scientific theory to guide practical activities. With the development and progress of society, the reform and development of education are facing new problems and challenges. At present, middle or middle school graduates are enrolled in general higher education and then promoted to ordinary colleges and universities. In recent years, with the continuous development of five-year higher vocational education and the continuous expansion of enrollment scale, the quality of students entering higher vocational colleges is uneven, while the teacher strength of five-year vocational colleges is relatively weak, and the leading behavior of class teachers in five-year higher vocational schools. Different from other types of school class teacher, it is urgent to further study and explore. This paper makes an investigation and research on PM leadership behavior of class teachers in two representative five-year vocational schools in Suzhou by using the questionnaire of five-year class teachers' leadership behavior. The results show that PM type accounts for 9 (45%), P type 1 (5%) and M type 3 (15%) for 7 (35%). The proportion of the best PM class teacher is not high, and the job performance and group maintenance function of the class teacher in the five-year higher vocational college are lower than that of the middle school teacher in the same region. This study has carried on the detailed understanding and the analysis to the five-year system class teacher's leadership behavior present situation, in order to help the five-year system class teacher to raise the understanding, consummates to the class management and the guidance. Based on the relevant PM leadership theory, this paper puts forward some suggestions on how to do a good job of the five-year head teacher, and tries to predict the trend of the cultivation of the head teacher's leadership behavior.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G715.1

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本文編號(hào)：2193887