A Study Of The Successful Principal

Throughout the whole study there exists one question to answer: What are successful principals? Why are they considered to be successful principals? The path of thinking of the study is: leading-in - evidence– results-dealing - argument - conclusion. The first step is the use of the questionnaire survey method to obtain the answer of the questions, that is,―What are successful principals? Why are they considered to be successful principals?‖from officials, civil society, academia, industry, and school principals in person, which is the lead-in part, the illustration of a vague identification found in the idea of "taken for granted." The second step is done through narrative interviews, into the educational life of successful principals, listen to their narration, and record their careers, which is called to be evidence: the truth in the "practice." The third step, based on the method of content analysis and inspired by the operation of natural scientific experiment, analyzes the text of the narrative interviews. Then, compare the findings of the lead-in part and the results of the evidence part, and extract the "similarities" and "differences." And that is the result-dealing part, which is the revision of―similarities‖and―differences‖. The beginning part of the fourth step is the revision of the conclusion of "What are successful principals?" showing the possessive elements of the role of principals. Then, starting from a hypothetical: Suppose,―Element‖is the―factor‖. Human selection of Marx’s thought is used as theorem to prove the hypothesis, during the process of confirmation or falsification, to induct, analyze, extract, and come to conclusion of "why are they successful principals?" showing the factors that motivate successful principals to become successful principals. Then, based on the conclusion of previous inductive research, the proper meaning of principals are discussed, which is just the conclusion of this study.―What are successful principals?‖refers to the possessive elements of the role of successful principals. The question―Why are they successful principals?‖means the factors help successful principals become successful principals. A vague "assumption" is that: education ideas, educational philosophy, teaching ideas, student ideas, professional feelings, roles and responsibilities, working ability, management ability and management thinking, communication skills, personality, sense of achievement, and the needs of being recognized are role elements of successful principals. While education ideas, teaching ideas, professional feelings, ability to work, working ability, being supported, professional growth experience, experience accumulation, educational background, life experience, are elements of the growth of successful principals. Comparing vague identification of the "taken for granted" and the truth in the "practice", by demonstrating and solving, this study suggests that: 1. The role elements of successful principals: education ideas, education ideals, teaching ideas, views of students and teachers, professional feelings, roles and responsibilities, working ability, management ability and management thinking, communication skills, personality, sense of accomplishment, being recognized, role cognition, affective organization, problem awareness, respond to reality, being resisted, being challenged, creativity, respect for laws, thinking consciousness, value meaning, theoretical knowledge of education, concerns about the students, dare words, education love, education behavior, into the teacher, value pursue, learn and reference. 2.Basic factors to become successful principals are: education ideas and ideals, educational philosophy, teaching ideas, student, teachers view professional feelings, roles and responsibilities, work, management ability and management thinking, personality, problem awareness, sense of innovation, respect for the laws, values pursue, role acquisition, being supported, professional growth experience, experience accumulation, educational background, and life experiences.