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Teacher and student

Strategies to improve the management of teachers from the point of view of psychological contact (Part 3)

The assessment indicators are covered as comprehensive as possible, forming an organic circulation system, combined with the actual situation of the school organization. The appropriate method, according to the difference of the teacher's professional title or qualifications, adopts different assessment cycles, so that the evaluation is comprehensive, fair and reasonable, and fair and scientific.

Therefore, to improve the teacher evaluation system, school administrators should first conduct professional evaluation training for those responsible for evaluation to ensure that they can master and apply the correct evaluation methods. Secondly, educate all evaluated teachers on performance evaluation norms.

https://pixabay.com/illustrations/businessman-cartoons-training-607831/
https://pixabay.com/illustrations/businessman-cartoons-training-607831/

Third, performance evaluation should ensure the balance of the psychological contract in the stage of career establishment.

Although the psychological contract of the teacher's career establishment stage has been established, because the characteristics of the teacher's psychological contract at this stage belong to the characteristics of the exchange-type psychological contract, its stability is relatively poorly evaluated, and it is necessary to refer to the teacher's subjective cognition of whether the school's performance evaluation is fair. Experience.

Therefore, it does not mean that the establishment of a psychological contract will ensure the smooth implementation of performance management, which also pays attention to the dynamic development of psychological contract in every aspect of performance management.

The school administrator should investigate the degree of realization in a timely manner, and understand the reasonable expectations of teachers in this professional stage, then they can solve the corresponding gaps and specific problems in a targeted manner and enter the next cycle.

The school administrator should timely fulfill the original promise to meet the teacher's psychological expectations, so that the psychological contract of the teacher in the establishment stage of the profession maintains a fair dynamic balance state, thus ensuring the effective operation of performance management.

Section III Mastering the Stage Characteristics of Teachers' Psychological Contracts for Performance Counseling

Although teacher performance management and teacher psychological contract do not seem to belong to the same subject on the surface, they actually have an essential relationship between them. Performance management needs to achieve organizational strategic goals by improving the performance of organizational members.

In the meantime, it is inseparable from the positive interaction with the members of the organization; the psychological contract as a psychological expectation or belief of both parties to the contractual relationship The stress changes between the parties to the contract change, and the relationship between them is also accompanied by an indispensable interaction.

Therefore, when designing a performance management system, schools should not only focus on the test-advancement rate and rigid, dogmatic rules and regulations but also can not expect to use the teacher as a component of the assembly line to model and streamline management to improve school performance. The corresponding dimensions of the psychological contract should be met as much as possible.

First, the corresponding dimensions of the psychological contract should be met in the implementation of performance coaching.

According to the statistical analysis results of this study, the dimensions of the psychological contract of middle school teachers can be roughly divided into three, namely, the material incentive dimension, the development opportunity dimension, and the environmental support dimension.

Then, in the design of the teacher performance management system, we should start from these three dimensions, and by satisfying the diversified and multi-level needs of teachers, construct a performance cycle mechanism that can meet the corresponding dimensions of teachers' psychological contracts, and stimulate the enthusiasm of teachers.

Discover their great potential. In terms of material incentive dimension, we can adopt a fair and reasonable salary system and improve the performance appraisal system of full-time teachers and non-professional teachers: in terms of the development opportunity dimension, we can start from the teachers' internal psychological needs and guide the career planning for young teachers, for example.

Provide teachers with enough training opportunities to provide teachers with more opportunities to show their own opportunities; environmental support dimensions can provide teachers with the conditions to improve their teaching skills, and fully apply the results of performance feedback to middle-aged teachers.

Provide space for independent innovation. In short, all performance management work should be carried out on the premise of better fulfilling the psychological contract, to enable teachers to have a higher psychological trust in the school, to regard the school as a stage to realize the value of life, to maximize their own Light and heat.

A well-functioning performance counseling system that satisfies the corresponding dimensions of the psychological contract has a general role in guiding the characteristics of teachers' psychological contracts covering different occupational stages and has a leading role in promoting the successful completion of overall performance management.

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