Research On The Teaching Leadership Improvement Of Junior Middle School Principals Under The "Double Reduction" Policy

The "double reduction" policy,which was introduced in July 2021,has caused significant repercussions in schools and society.The implementation of the school’s "double reduction" policy has become the focus of many concerns.It is the principal who carries out the educational policies of the Party and the state in the school.The core job of the principal is teaching leadership.The purpose of the principal’s work is to train people with all-round development of "morality,intelligence,physical fitness,the United States and labor".Under the "double reduction" policy,it is worth studying how the "double reduction" policy has been implemented in the most affected urban middle schools,what challenges the principal’s teaching leadership has encountered,and how to improve it.This paper takes the principals of junior middle schools in urban areas of N city as the research object,takes the implementation of the "double reduction" policy as the benchmark,conducts in-depth research on the literature,summarizes the achievements and deficiencies,and defines the echelon of leadership,principal leadership and principal teaching leadership.Based on the contingency theory of leadership,this paper proposes four dimensions to study the improvement of principal teaching leadership,which are as follows: Lead teaching concept,guide teaching team,create teaching conditions,improve educational evaluation.Through questionnaire survey,field interview and field observation,this paper studied four important tasks of "double reduction" policy in school implementation,including "improving the quality of classroom teaching,optimizing the assignment,doing a good job in after-school service,and cooperating with home-school and community education",and made an in-depth investigation on the current situation of principal’s teaching leadership in this process.Summarize the existing problems,analyze the causes from the principal himself,the internal and external teaching environment of the school,the evaluation mechanism and other aspects,and summarize the strategies to improve the principal’s teaching leadership from four dimensions.First,principals should learn and practice advanced teaching concepts,grasp the core of teaching leadership,and optimize teaching leadership.Standard the Professional Standards for Principals of Compulsory Education to improve their professional quality.Second,principals should practice distributed leadership and nourish teachers and students’ minds with culture;We will improve the teacher training system and implement the "double reduction" approach to education.Third,principals should boldly seek the help of government education authorities,strive for the rights and interests of the school,obtain development resources,and actively participate in the training of principals;At the same time,the principal should lead the "home school club" to cooperate with students,so as to obtain more support;And the principal should break the "circle","parents" culture erosion,physical practice,integration of Chinese and Western quality teaching ideas,help the growth of students.Fourth,principals need to improve educational evaluation,mainly through the practice of multiple evaluation and internal and external evaluation,improve students’ learning evaluation;Student evaluation is the core of school evaluation,the quality of the students cultivated can be influenced by the quality of the principal’s teaching leadership,so as to feed the principal evaluation,and to improve the principal’s teaching evaluation.Starting from the implementation of "double reduction" in schools,this paper explores the improvement of teaching leadership of principals in urban middle schools,so as to enable schools to further implement the national educational reform policies and policies,cultivate high-quality talents needed by the society,and make the society and parents more acceptable to school education.