加拿大多伦多论文代写:学校家庭互动

Keywords:加拿大多伦多论文代写

一个开放的气候是用来描述的开放性和真实性之间存在的校长，教师，学生和家长的互动。霍伊和Sabo（1998）指出，一个开放的气候反映了校长和教师的合作，支持和接受对方的想法和他们的承诺，工作态度。校长对教师表示真正的关心；激励和鼓励员工；给予员工以最好的方式履行职责的自由；不允许常规职责扰乱教师的教学责任。他们的关心、尊重和互相帮助的同事，甚至在个人层面（哈尔平1966）。自治气候描绘一种气氛，教师给出一个很好的衡量自由的制度操作。主要车型热情勤奋。老师和学生都很高兴。没有外部威胁或影响。教师有强烈的工作欲望，学生学习积极性强。努力工作是控制气候的主要特征。校长经常采用直接的方法，使他/她距离老师，学生和家长，以避免熟悉。熟悉的气候描绘了自由放任的气氛。校长关心的是保持友好的气氛，而牺牲了任务的完成。因此，相当比例的教师不承担他们的主要任务。有些人对校长管理大学的方式表示不满：他们与校长及其同事没有相同的观点。因此，那些没有承诺，形成一个集团，因为他们是相同的态度，他们成为朋友。校长和老师之间的熟悉程度如此之高以至于大学工作受到了损害。父亲的气氛描绘了一个气氛，校长非常勤奋，但对员工没有影响；对他们来说，努力工作不是一个流行的术语。校长与教师之间存在一定程度的亲近，但校长对教师的期望却不切实际。同样，他/她是体贴和活力，但他/她是仁慈的专制领导方式。因此，大多数教师，学生和家长宁愿保持距离校长。通常情况下，学生不能大胆地表达他们的困难或问题，只有在必要的时候，家长才会访问学校。
加拿大多伦多论文代写:学校家庭互动
An open climate is used to describe the openness and authenticity of interaction that exists among the principal, teachers, students and parents. Hoy and Sabo (1998) state that an open climate reflects the principal and teachers' cooperative, supportive and receptive attitudes to each other's ideas and their commitment to work. The principal shows genuine concern for teachers; motivates and encourages staff members; gives the staff freedom to carry out their duties in the best way they know; does not allow routine duties to disrupt teachers' instructional responsibilities. They care, respect and help one another as colleagues and even at personal level (Halpin 1966).Autonomous climate portrays an atmosphere where teachers are given a good measure of freedom to operate in the institution. The principal models enthusiasm and diligence. Both teachers and students are happy. There is no external threat or influence. Teachers have great desire to work and students are highly motivated to learn. Hard work is the major characteristic of controlled climate. The principal often employs a direct approach, keeps his/her distance from teachers, students and parents in order to avoid familiarity. Familiar climate depicts a laissez-faire atmosphere. The principal is concerned about maintaining friendly atmosphere at the expense of task accomplishment. Thus, a considerable percentage of teachers are not committed to their primary assignment. Some who are committed resent the way the principal runs the college: they do not share same views with the principal and their colleagues. As a result, those who are not committed, form a clique because they are of the same attitude, they become friends. The familiarity between the principal and teachers is so much that the college work suffers. Paternal climate depicts an atmosphere where the principal is very hardworking, but has no effect on the staff; to them hard work is not a popular term. There is a degree of closeness between the principal and teachers, but the principal's expectation from teachers is rather impractical. All the same, he/she is considerate and energetic, but his/her leadership approach is benevolently autocratic. As a result, most teachers, students and parents prefer to maintain distance from the principal. Often, students cannot express their difficulties or problems with boldness and parents visit the college only when it is absolutely necessary.