It is often said that a good principal is a good school, which makes sense. A good school must have a first-class education and teaching management system and first-class education and teaching quality. It is not easy to achieve this goal. It requires managers to spend a lot of time and energy, bear a lot of pressure and setbacks, face more tests and challenges, and at the same time, with a far-sighted vision, always stand at the forefront of education and teaching reform, adhere to people-oriented, and constantly explore new ways to cultivate high-quality talents. After several years of school management, I deeply realized the hardships and happiness of being a principal. In the interweaving of bitterness and joy, I gradually realized that to be an excellent principal, we must have the spirit and quality of honesty and trustworthiness, selfless dedication, unity and cooperation, respect for teachers and innovation in management. I. Renewing Concepts The former Soviet educator Suhomlinski famously said: The principal's leadership over the school is first and foremost the leadership of educational thought. With the development of society, the principal's idea must keep pace with the times, persist in keeping pace with the times, blaze new trails and realize the three views under the new situation: 1. The principal's point of view. The headmaster is not only an administrative post, but also a profession with important social and historical responsibilities. The principal's responsibility is not only to manage the school well, but also to have a sense of historical responsibility and be responsible for the future, because education is slow. Putting the school in your hands is an opportunity to practice the ideal of running a school. To be an excellent principal, we must establish this principal view. 2. Evaluation concept. Evaluation is guidance, and the evaluation system of the school directly determines the value orientation and specific educational and teaching behavior of teachers. Principals should strive to establish an evaluation mechanism that encourages teachers to be brave in innovation, allow failure and compete fairly, and pay attention to comprehensively evaluating teachers from the aspects of educational concept, basic quality, teaching ability and professional accomplishment. 3. The concept of development. The development of the school is not only reflected in the hardware, but more importantly, the teacher's educational philosophy and the principal's pursuit of running a school. The modernization of a school is first of all the modernization of the concepts of principals and teachers. The conditions for running a school are different, but the headmaster has no priority in pursuing the first-class spirit. An excellent headmaster can tolerate the lack of investment, but he must not tolerate the backwardness in concept, management and teacher construction. A school's environment and hardware equipment can be inferior to people's, but people's quality cannot be content to lag behind. Principals should be based on the school and face the world, be good at capturing new ideas and concepts representing the development and direction of the times, be good at analyzing educational problems with critical eyes and rational thinking, be able to foresee the future of education, influence and transform teachers with their advanced educational ideas and values, and urge teachers to consciously change their educational concepts and teaching behaviors. Second, management in scientific management has the meaning of constraint and rigidity, while rationality means persuasion and flexibility. A good headmaster should carry out scientific and democratic management of the school, so as to combine rigidity with softness and organically combine management with rationality. 1. System management is the guarantee. As the saying goes, if you don't follow the rules, you are not Fiona Fang. Principals should establish and improve teachers' morality, classroom routine, attendance system, democratic evaluation system, faculty evaluation system and post responsibility system, and use these systems to regulate the behavior of faculty. When formulating the school management system, it should not only conform to the party's line, principles, policies and national laws and regulations, but also conform to the fundamental interests of teachers and students, and gain their active support and support. 2. People-oriented management is the foundation. In school management, there is an objective relationship between principals and teachers, but this relationship can never be simply regarded as domination and obedience, or equal to the relationship between business owners and subordinates. Principals should use their power correctly and should not regard themselves as the controllers of the teaching staff. Efforts should be made to establish prestige among the masses, so that teachers and students can be convinced and form * * * knowledge. We should actively carry out various campus cultural activities that are colorful, contemporary, distinctive in theme and elegant in style, so that teachers and students can feel the warmth of the school family and work in a United and harmonious environment. Principals should be aware of the dual identity of teachers, who are both managed and school administrators. Therefore, the headmaster should completely change the paternalistic management mode of power domination and rigid obedience, let teachers participate in the management and decision-making of the school, fully respect and trust teachers, regard teachers as partners, and give full play to their role in participating in and discussing state affairs. 3. Emotional management is a means. Emotion is a bridge of interpersonal communication. Only by convincing people with reason and feeling can the headmaster give full play to the role of scientific management and truly realize the democratic management of the school. Therefore, in daily work and life, principals should pay attention to timely communication with teachers, think about teachers' thoughts, observe teachers' worries, be close to teachers' love, be teachers' intimate friends, care for every teacher in every way, and use emotions to drive teachers' enthusiasm for work, thus achieving good management results. Third, pay close attention to quality. School work must be centered on teaching, and teaching quality is the lifeline of all school work. The headmaster must take improving quality as the core content of his work. At any time, we should not relax teaching, but concentrate on improving quality. Specifically, we should implement five words: tree, grasp, emphasize, build and solve. The tree is to firmly establish the quality consciousness. Principals should firmly establish a sense of quality, and all the work of the school should focus on improving quality. Principals should do everything possible to turn this awareness of paying close attention to quality into the awareness of teachers, parents and students, and make it their conscious behavior. Grasping is to do a good job in teaching routine. The headmaster should do a good job in teaching routine management. It is necessary to go deep into the front line of teaching, do a good job in teachers' education and teaching plans, prepare lessons, attend lectures, correct homework, and give off-the-job guidance. Teachers are required to have plans in mind, books in mind, people in their eyes, clear ideas and methods in their hands. Optimizing classroom teaching requires the quality of classroom teaching. Heavy, that is, heavy detection and supervision of implementation. Quality inspection is one of the effective means for school leaders and teachers to understand students' learning quality. Principals should formulate scientific testing methods, test discipline seriously and test students' quality reasonably and fairly. We should pay attention to effective supervision and inspection. The headmaster should pay attention to quality not only in the communication of meetings and the reading of documents, but also in the teaching and research group, grade group and class group, carefully check, listen to suggestions, constantly find problems and sum up experience. Construction is to build a good team of teachers. The quality of teachers directly determines the level and quality of school education and teaching. Therefore, it is an important task for every principal to build a team of teachers with noble morality, profound knowledge, broad vision, active thinking and rigorous scholarship. Principals should encourage teachers to improve their academic qualifications through various forms, improve their professional quality through continuing education and on-the-job training, and improve their teaching ability through activities such as teaching and research reform. Only by comprehensively improving the quality of teachers can the quality of education and teaching be fundamentally guaranteed. The solution is to solve three contradictions. The first is the contradiction between central work and non-central work. Teaching is the central work of the school, and the principal must concentrate on it. The diversity of school work determines that the principal should pay special attention to other work, such as safety, hygiene and construction. At this time, the principal must learn to play the piano, so that the central work and other work can develop harmoniously. The second is the contradiction between teaching routine and teaching reform. Teaching promotes research, research promotes teaching, and teaching and scientific research are unified and mutually promoted in teaching practice. Principals should create a good teaching and research atmosphere, carry out good teaching and research activities through lectures, class evaluation, teaching competitions and special research, so as to promote teaching through teaching and research and seek quality through teaching and research. The third is the contradiction between teacher-led and student-centered. Principals should not only encourage teachers' teaching, but also pay attention to students' learning, so as to really learn from each other's strengths. Fourth, improving prestige is a subjective and objective force that convinces others. The prestige of the headmaster is directly related to whether the school's work can achieve remarkable results. The prestige of a headmaster should not be based only on his position and qualifications, but on his morality, knowledge, talent and feelings. A headmaster who has no rights and desires and only pursues his career can form prestige and exert his influence. The president's real prestige is neither given by his superiors, nor self-proclaimed, nor won by all parties, but gained by his down-to-earth work attitude and excellent diligence. If the headmaster wants to have prestige, he must do seven things: first, he must be fair and just. This is why people are afraid of our abilities and our public. Open-minded, fair and decent, treat people equally. Second, we must be honest and self-disciplined. Winning streak, prestige begins with honesty. Honesty and selflessness, integrity, no privilege, no self-interest. Third, we must be diligent and pragmatic. People are diligent in spring and early in life. Only by diligent thinking, studying internal management and solving various contradictions in the internal system can we reduce internal friction, improve internal work efficiency and make the school full of vitality. Fourth, we must adhere to principles. Principals should have a sense of justice, adhere to the truth, carry forward the healthy atmosphere in the school, get rid of unhealthy tendencies, advocate active dedication, put an end to negative and backward ideas, carry forward the fine traditional style of work, oppose bad living habits, and form a fine school spirit. Fifth, we should keep forging ahead. Principals should always maintain high fighting spirit and full spirit, constantly put forward new goals for school development, and constantly pursue Excellence. Sixth, we should set an example. Principals should take the lead in setting an example, asking teachers to do their jobs first, always ahead of the teaching staff, suffering first, enjoying last, being brave in self-sacrifice, not competing with teachers for fame and fortune, and taking the lead in doing their jobs well. Seventh, we must be democratic and open. The establishment of the school system should adhere to the principle of democratic centralism from the masses and from the masses, and enhance the transparency of management. Accept the opinions and suggestions of the masses with an open mind, earnestly be democratic in style, resourceful, decisive and decisive, and do what you say, so that the teaching staff can have a sense of trust. 5. Keeping pace with the times, pioneering and innovating are the requirements of the times. Innovation is the soul of a nation's progress and the inexhaustible motive force for the country's prosperity, which requires our principals to have innovative consciousness, dare to jump out of the old model, actively explore, boldly reform, improve management methods and teaching methods, and strive to develop the innovative potential of teachers and students. In the era of knowledge economy, our principals are required to manage their own affairs, keep pace with the times, work hard, make selfless contributions, keep learning, set an example, improve their management and business abilities, have the spirit of candle, and strive to make their own contributions to the development and revitalization of education within the scope of their duties.