■ The headmaster should not complain that the teacher is incompetent, because your job is to make the teacher capable. The principal's value is to activate teachers and students-education that touches students' hearts is valuable.
■ The principal should be the teacher's ideological mentor, spiritual coach and personality model, not the general manager.
■ The headmaster should be concerned with the school, teachers and students, not arbitrary in major issues, not entangled in minor issues, not shirking difficult issues, not reaching out for good deeds, managing the school, managing quality, building a brand and creating a happy teacher's life.
■ The principal's biggest task is to build school culture in the process of ideological generation. Culture depends on ideas, and the core of ideas is values. The headmaster should be a thoughtful person, because the biggest influence on people is thought, and he should have a good and upward attitude and action.
■ Without achievements, you can't live today; Only grades, no tomorrow. Know how to catch it!
■ Third-rate principals look after the financial office, second-rate principals manage the classroom, and first-rate principals value ideas.
■ If you want to surpass other schools, you must make your school different. In other words, the headmaster must firmly believe that "you can create the first, not the first."
■ Principals should know that teachers want to achieve work results, not just to cope with inspections.
■ Principals should know that a really good school is not a school with the strictest discipline, the strictest study and the most comprehensive standards, but a school that gives students more freedom and imagination, creates an atmosphere of tolerance and care, and especially gives students the greatest enlightenment in their thoughts and wisdom.
■ The essence of management is cooperation, and the principal's core task is to cultivate the team spirit of the school. The headmaster is not asking teachers and students to obey himself, but asking himself and teachers and students to obey a common vision. The quality of management ultimately depends not on knowledge, but on line.
■ The best gift left by the headmaster to the school is to leave traces of thoughts and a set of rules and regulations full of the headmaster's own wisdom and experience, so that the school can develop continuously and steadily, instead of leaving the school with a lot of debts and a mess of chaotic management.
■ In school management, material incentives are not a panacea for management, and institutional constraints can only manage teachers' behavior, not their thoughts. Only culture leads teachers to seek self-realization and create a happy teacher's life is the best policy.