There are two ways of thinking about school management: one is administrative thinking and the other is professional management thinking.
The pursuit of administrative thinking is to make management faster, more coordinated and more efficient. In this thinking, subordinates need to obey their superiors, and managers are only responsible for those who give them authority. The characteristics of administrative management lie in its rigidity, and execution is the key.
Professional management thinking emphasizes doing things according to the rules, listening to whose suggestions make sense, and implementing them according to whose suggestions. This kind of thinking is usually promoted in the form of discussions. Professional management thinking is more academic, which is beneficial for the advancement and development of the business. Nowadays, school governance is more problem-oriented, and solves problems through project research, which helps to improve the professional level and professional ability of teachers.
If too much emphasis is placed on administration, the development of the school will lack vitality and vitality. Faculty, staff, and students may feel depressed as they are simply reacting to management. This leads to an overly high degree of formalism, which is related to the overemphasis on administration in current education.
On the other hand, if there is too much emphasis on professional thinking, the development of the school will often get bogged down in controversy and it will not be possible to make decisive decisions. Academics are not as simple and clear as math problems, and the academic pursuit of management is suitability, but everyone's judgment of suitability and suitability may be different. Too much emphasis on professional management can be disorienting and lead to confusion. For example, many schools usually do not choose the best teachers when selecting middle managers, but more likely to choose those who manage well.
Of course, the ideal way to manage is to organically combine administrative thinking with professional thinking. The two management styles in each school are constantly balanced, and the outcome of this balance depends both on the management level of the key managers and on the agency of each faculty member.