Narrative Research On The Educational Belief And Its Influencing Factors Of Head Teachers In Special Education Schools

Educational belief plays a central role in the field of teachers’ professional development and plays an important guiding role.General Secretary Xi Jinping proposed the new era teacher evaluation standard of "Four Haves" good teachers,emphasizing that teachers in the new era should have ideals and beliefs.Educational belief is an important part of ideals and beliefs,which has a profound impact on educational practice and students’ physical and mental development.Head teachers in special education schools often face challenges and difficulties different from those in general schools,because the special students they educate and manage have differences in disability,individual behavior,emotional thinking and so on.Head teachers in special education schools have unique educational beliefs,which is the implicit driving force for the professional development of head teachers in special education schools.The purpose of this study is to present the actual situation and representation of the educational beliefs of three head teachers in special education schools,and analyze the influencing factors of educational beliefs;Through research,we can gradually stimulate the awareness of class management and improve the efficiency of school management.At the same time,it explores the enlightenment to the development of educational beliefs of head teachers in special education schools.This study selects three head teachers from H special education school in Guangdong Province as the research object,integrates them into their daily life and education and teaching work,and collects data related to educational beliefs through specific methods such as interview,observation and physical analysis.Presents the educational beliefs of the head teachers of three rural special education schools.The study found that each head teacher presents different educational beliefs because of their different work experience,educational work practice and working methods.Among them,head teacher L regards special students as his friends,head teacher T feels that special students still love them despite their shortcomings,and head teacher Z sets an example for special students with specific actions.Through the present situation of the educational beliefs of the head teachers of the three special education schools,this paper analyzes the characteristics of the educational beliefs of the head teachers of the three special education schools,mainly including: the educational beliefs of full emotion and highlighting the subject value,the educational beliefs of multi-dimensional role playing a guiding role,and the educational beliefs of building identity and expecting social recognition.Through the analysis,it is found that the factors affecting their educational beliefs can be divided into internal and external aspects.The internal factors mainly include learning and growth experience,educational work practice,self professional identity,and the external factors mainly include campus cultural atmosphere,social and humanistic environment,etc.Based on the analysis of the present situation,representation and influencing factors of the educational beliefs of the head teachers in three special education schools,this study attempts to put forward enlightenment for the development of the educational beliefs of the head teachers in special education schools,which is mainly divided into internal promotion and external guarantee.The internal promotion ways are as follows: enhance the awareness of autonomous learning and constantly update the knowledge system;Strengthen the reflection on work practice and give play to their own main value;Improve the ability of psychological adjustment and relieve the psychological pressure of work.In terms of external guarantee,the proposed paths are as follows: build a multi-party growth platform to help career growth;Improve the assessment system and strengthen their professional identity;Create a harmonious campus atmosphere and drive the connotation development of the school;Actively implement policy guidance and actively improve welfare benefits.