Research On Management Effectiveness Of Local Teacher-training Program

Management effectiveness of local teacher-training program means the county level teacher-training program management, who in charge of planning, implementation, inspection and reviewing the training campaign, evaluate the target of the program achieved or the outcome of the training proved acceptable. However, the issue of how to improve effective management of local teacher-training has been obsessed Chinese education system for a long time. Reasons being: the implementation of training become nothing but a show due to without effective management; lots of conflicts and contradiction arose, consequently affect the development of teacher-training. In addition, there yet to forge a proper and applicable model for the management of teacher-training program due to the relationship among education department, training service-host institutes, benefited schools, trainers and trainees need to be harmonized. Furthermore, it's also important the education department, head of schools and teachers to take their position and role right, understand their rights and duties clearly in the training program, and to take the training program as a way for self-improvement instead of an assignment. To make the management of training program effective, principles of effectiveness must be followed, otherwise, there is no guarantee for effective management.There are four criteria to evaluate the effective management: 1. participants'satisfaction, i.e. trainers and trainees'satisfaction; 2. benefited schools'satisfaction; 3. education department's satisfaction;4. the institution guaranteement of Management effectiveness of local teacher-training program .Guided by above criteria and with questionnaire and visit survey to the status quo of teacher-training in S county, this paper researched the effectiveness of the management and analyzed its impact, found that neither of the participated teachers, schools nor the education department are satisfied to the existing teacher-training management. The poor management mainly results from different recognition to the training program, related law & policies and the operation of the program. To solve this problem, proposals as follow: firstly, change the recognition to teacher-training management; secondly, reform operating mechanism of existing teacher-training program by establishing skill training program (course system) as well as professionalism training program (ethics system); thirdly, set up effective systems for teacher-training program (systems for training evaluation, responsibility and encouragement); At last, to foster a better environment for teacher-training program management by the means of uniting colleges, training service-host institutes and benefited schools as a community to explore resource for teacher-training, coordinate relationship among education department, training service-host institutes, benefited schools, trainers and trainees, and eventually to forge an effective and proper model for teacher-training program management.