A ranking of the top 40 characteristics of principals that teachers dislike
The first major feature: the general principal himself does not lead the class, knows nothing about the students and the teaching content, and cannot play the role of "leading and demonstrating" in the front-line teacher team!
The second major feature: the general principal is young, lacks teaching management experience, and cannot establish the prestige of "high morality" in the teaching team!
The third major feature: the general principal is serious utilitarian, the appearance is ugly, and the double standard requires front-line teachers and teachers, which is difficult to convince the public! But the teacher dared to be angry and did not dare to speak!
The fourth major characteristic: the general principal bullies the soft and is afraid of the hard, afraid of offending the superiors, flattering parents, afraid of parents, but does not take teachers seriously, and does things without principles and bottom lines! Teachers can only be submissive between parents, principals, and superiors!
The fifth major characteristic: the general principal position is administrative, detached from the mass line, the official-oriented thinking is serious, high-minded, and seriously out of touch with the front-line teachers!
The sixth major characteristic: the general principal lacks education and teaching background, lacks in-depth knowledge and understanding of teaching reform and curriculum construction, and formulates teaching guidelines and policies only based on personal subjective consciousness.
The seventh characteristic is that principals do not pay enough attention to the professional development and growth of teachers, and do not provide teachers with good training opportunities and career development channels, resulting in limited ability improvement of teachers.
The eighth major characteristic: the general principal pays too much attention to the superficial image and ranking of the school, pursues the satisfaction of vanity, and ignores the all-round development of students and the cultivation of personality value.
The ninth major characteristic: the general principal is stuck to the traditional education model and teaching methods, and lacks recognition and acceptance of innovative education and modern education concepts, which limits the development space of schools and students.
The tenth characteristic is that the general principal lacks effective communication and collaboration skills, and the communication and interaction with teachers, students and parents are not smooth, which leads to the accumulation of conflicts and problems within the school.
The eleventh major characteristic: the general principal ignores the safety management of the school and the physical and mental health of students, and does not pay enough attention to the safety education and mental health of students, which is prone to safety accidents and psychological problems.
The twelfth major characteristic: the general principal pays too much attention to the test score and selection rate, and there is too much test-oriented education and utilitarian orientation in the school teaching process, ignoring the cultivation of students' interests and personality development.
The thirteenth characteristic: the general principal does not pay attention to the school's cultural construction and spiritual education, lacks the inheritance and promotion of the school's traditions and core values, and lacks the cultivation of students' comprehensive quality.
The fourteenth characteristic is that the management and allocation of school resources by the general principal is unfair, and there is a phenomenon of resource tilt and injustice, resulting in a growing gap between students.
Characteristics of the 15th Five-Year Plan: Principals are too cumbersome and bureaucratic in school management, spending a lot of time and energy on administrative affairs, while neglecting teaching management and the construction of teacher-student relations.
Sixteenth characteristic: the general principal lacks care and concern for students, fails to pay sufficient attention to and support students' individual differences and strengths, and ignores the growth needs of each student.
Characteristics of the 17th National Congress of the Communist Party of China: The general principals are not transparent about the financial management of the school, lack of effective financial supervision and fair distribution of benefits, and are prone to corruption and abuse of power.
Characteristics of the 18th Congress: Lack of fairness and respect in the treatment of students' disciplinary problems, excessive punishment or disregard for students' emotional needs, resulting in students feeling uneasy and dissatisfied in the school environment.
Characteristics of the 19th National Congress of the Communist Party of China: Principals generally lack attention to the support and cooperation of society and families, poor communication and cooperation with social resources and parents, and limited school development.
The 20th major characteristic: the general principal pays too much attention to the hard indicators of academic research and teacher qualifications, and ignores the importance of teachers' teaching ability and practical experience, which affects the construction of the teaching team.
Characteristics of the 21st National Congress: Principals generally lack democracy and participation in school decision-making and policy implementation, and do not pay enough attention to the opinions and feedback of teachers and students, which affects the democratic management and decision-making effect of schools.
Characteristics of the 22nd National Congress: Principals generally pay too much attention to the external manifestations and forms of students, and pay insufficient attention to the cultivation of students' internal qualities, resulting in students becoming victims of "face" education.
Characteristics 23: Principals generally ignore the communication and cooperation between teachers and between teachers and students, and lack of effective team building and collaboration mechanisms, which restricts the all-round development of education and teaching.
Characteristics of the 24th Century: The general principal lacks in-depth thinking and planning for the construction of campus culture, resulting in a shallow and single school culture, and a lack of cohesion and vitality in the school.
Characteristics of the 25th Five: Principals generally lack the professional respect and trust of teachers, and interfere too much in teachers' education and teaching decisions, which limits teachers' creativity and development space in teaching.
Characteristics of the 26th National Congress: The general principal does not pay enough attention to the development of students' personality and the cultivation of their strengths, and pursues an average and standardized education, which restricts the development of students' personality.
Characteristics of the 27th National Congress of the Communist Party of China: The general lack of recognition and acceptance of new technologies and new education by principals, and the failure to effectively combine modern science and technology with education, which affects the innovation and development of school education.
Characteristics of the 28th National Congress of the Communist Party of China: Principals avoid and shirk the problems and challenges within the school, dare not face the problems, and lack the courage and determination to solve the problems, resulting in the long-standing problems of the school not being solved.
Characteristics of the 29th National Congress of the Communist Party of China: Principals generally pay too much attention to the competition and comparison of students' academic performance, ignore the cultivation of students' independent learning and personal interests, and limit the all-round development of students.
The 30th characteristic: There are unfair and non-transparent problems in the allocation of school resources by general principals, which leads to a widening gap between schools and restricts the realization of educational equity.
Characteristics of the 31st Congress: Principals generally pay insufficient attention to the efficiency and effectiveness of school management, and administrative decision-making is not timely and flexible, resulting in low school operation efficiency.
The 32nd Characteristics of the General Principal: The general principal lacks forward-looking and innovative thinking in the school's running philosophy and development planning, and the 33rd major characteristics: the general principal improperly manages the interpersonal relationship between teachers and students in the school, and lacks effective communication and conflict resolution, which can easily lead to conflicts and estrangement between teachers and students.
Characteristics of the 34th National Congress: The general principals pursue fame and power too much, regard school governance as a tool for personal self-interest, lack of love and sense of responsibility for education, and damage the overall interests of the school.
The characteristics of the 35th National Congress of the Communist Party of China: the general principal's evaluation, rewards and punishments of students are unfair, and there is a tendency of favoritism and discrimination, which affects the release of students' learning enthusiasm and development potential.
Characteristics of the 36th National Congress of the Communist Party of China: The general lack of guidance and inheritance of school culture construction and core values has led to the gradual weakening and loss of the school's spiritual outlook and moral customs.
Characteristics of the 37th National Congress of the Communist Party of China: The general principal attaches too much importance to academic achievements and honors, and neglects the cultivation of students' physical and mental health and well-being, turning the school into a cruel arena of utilitarianism.
Characteristics of the 38th National Congress of the Communist Party of China: Principals lack initiative and practical action on education and teaching reform, only stay on slogans and superficial work, and lack the real spirit of reform and practical measures.
Characteristics of the 39th National Congress of the Communist Party of China: There are problems of waste and improper allocation of school resources in the use of school resources, which leads to the waste and inefficient use of school resources and affects the sustainable development of schools.
The 40th major characteristic: the general principal lacks clear and systematic thinking about the school's development plan and long-term goals, and lacks forward-looking judgment and preparation for future educational trends and challenges, which makes the school lose its competitiveness and vitality in the fierce competitive environment.