Conditions of Management Activities of Primary School Principals

primary school (with X = 1.36, DLC = .303). In which, proactively resolve situations

management situations, and having a high sense of responsibility in work has the most influence (X = 1.28, ranked 1/6); Second is overcoming difficulties on your own

in management (with X = 1.33, ranked 3/6); Third is voluntary, self-

Accumulation of knowledge and management experience (with X = 1.34, ranked 4/6), Fourth

is compliance with organizational discipline (with X = 1.43, ranking 5/6) and finally compliance

regulations in the principal standard (with X = 1.54, ranked 6/6).

Through research, it is shown that all 6 factors in the self-training awareness of primary school principals have an impact on the management activities of primary school principals, in which proactively solving management situations has the most impact, because management situations in primary schools are diverse, complex, can have direct or long-term effects... requiring the principal to be proactive in finding reasonable solutions.

The awareness of self-training of primary school principals also has a strong influence on their adaptation to management activities. This is a noteworthy point in helping primary school principals to soon equip themselves with knowledge and management experience, while fostering awareness of the importance, difficulties, and responsibilities in management activities, so that they have the awareness to self-educate and self-train themselves to manage effectively.

3.3.2. Objective factors

Adapting to the management activities of primary school principals is a positive process. However, adaptation does not only depend on the adapting subject itself but is also influenced by objective conditions. There are many factors.

objective

affect the level

prefer

corresponding to the activity

QLDH of the effect

In this study, we limited ourselves to the following factors:

The collective psychological atmosphere of primary schools is expressed as follows: school members trust and understand each other in the collective; democratic atmosphere is the dominant atmosphere in the collective; school members have a positive working attitude; solidarity, attachment, and mutual support among members in the collective.

Conditions for primary school principals' management activities include: conditions on school facilities; conditions on policy mechanisms; clarity of principal standards; support from superiors in management; support from subordinates.

a. General assessment of the level of influence of objective factors on adaptation

QLDH activities of primary school principals

Table 3.14. Level of influence of objective factors

Objective factors

Note: 1: Collective pedagogical psychological atmosphere

2: Conditions for management activities of primary school principals

Comment:

Result

Research shows,

factors

objective

with photo

has a significant impact on the adaptation of primary school principals' management activities (with

X = 1.35, DLC = 0.34). In which, the collective psychological atmosphere of the pedagogical group in

elementary school

more influence (with

X = 1.30) and operating conditions

Elementary school principals' management was found to have less influence (with X = 1.41).

Studying the differences in assessing the level of influence of objective factors on the adaptation of primary school principals' management activities according to different variables, the research results show that:

There is a statistically significant difference in the assessment of male and female principals on objective factors affecting adaptation to QLDH activities. This difference is reflected in the male principals' self-assessment of the level of influence.

influence of factors

=1.32).

objectively lower than female principals ( X = 1.63 compared to X

In addition, the group of primary school principals with more than 5 years of management experience rated the level of influence of objective factors lower than principals with less experience.

management experience less than 5 years (X = 1.47 vs. X = 1.45).

Comparing the opinions of other primary school principals with their self-assessments on this issue, the research results also show that there is a difference between self-assessments and self-assessments.

Principal's assessment and assessment of school administrators and teachers on the level of influence of objective factors on school management activities. Self

The primary school principal's assessment is lower than that of other subjects ( X )

=1.46 vs 1.25).

Comparing the influence levels of subjective factors and objective factors, Table 3.11 and Table 3.14 show that the research subjects evaluated the subjective factors

The subjective factors have more influence than the objective factors (X = 1.31 vs. 1.35).

b. The level of influence of the collective psychological atmosphere of the pedagogical community

Table 3.15. The level of influence of the collective psychological atmosphere of the pedagogical group

STT

learning (X = 1.30, DLC = .349). The psychological atmosphere of the pedagogical collective plays an important role for the pedagogical collective in general, and for the management activities of the principal in particular, and can promote or inhibit the adaptation to the management activities of the principal. A friendly, united, cohesive pedagogical collective, ready to cooperate and help each other... is a favorable condition for the principal's management activities and helps the principal adapt quickly to the management activities of the school.

The manifestations of this factor also have a strong influence on the adaptation to the management activities of primary school principals. According to the principal's assessment,

solidarity, cohesion, mutual support among members of a group

most affected (X = 1.27) and democratic atmosphere is the main atmosphere in the collective, school members trust and understand each other in the collective,

has a lower influence ( X = 1.34).

In our opinion, the reason why solidarity, attachment, and mutual support among members of a group are rated highest in terms of its influence on the management and education activities of primary school principals is because in a pedagogical group, if members are united, attached, and mutually supportive, it will promote activities and help the activities of the whole group to be effective. This will positively affect the adaptation to the management and education activities of the principal.

c. The level of influence on the management conditions of primary school principals Table 3.16. The influence on the management conditions of primary school principals

learn

STT

is considered to have a fairly high impact on the adaptation to the management activities of the school.

primary school principals (X = 1.41, 1.10≤Mean≤1.82, SD=.415). The better the management conditions, the more favorable it is for the principal to adapt to the management activities. When considering the 5 specific manifestations of this objective factor (see table 3.16), the research results show that they all affect the adaptation to the management activities of primary school principals, in which the most influential factor is the spiritual factor.

spirit, that is, subordinate support (X =1.27, ranked 1/5) and clarity

The principal's standard of influence had the least impact (X = 1.53, ranking 5/5).

3.3.3. Correlation between subjective and objective factors with adaptation

Applying teaching management activities of primary school principals

a. Correlation between subjective factors and the adaptation of primary school principals' management activities

To investigate the correlation between subjective factors and operational adaptation.

QLDH through Pearson's bivariate correlation analysis. Adaptation to activities

.

405**

The quality of primary school principals' teaching and subjective factors affecting the adaptation to quality of primary school principals' teaching activities are both positively correlated and statistically significant: with r=.459; p<0.01

.

334**

School management skills of school principals

Subjective factors

Satisfaction with school management activities of primary school principals

The principal's understanding of school management activities

.

406**

.

540**

The school's collective recognition of the principal

Figure 3.2. Correlation between subjective factors and 4 adaptive manifestations

Note: r** when p<0.01; r is the Pearson bivariate correlation coefficient.

If

Management experience of elementary school principal

be raised will contribute

part to improve the adaptation to the management activities of primary school principals.

Among the pairs of variables, the most prominent is the correlation between

Subjective and the school's collective recognition of the principal

factors

with r=.540;

p<0.01, showing that these two factors have the strongest and most positive correlation. Next is the correlation between subjective factors and the Elementary School Principal's Understanding of School Management Activities, and the Principal's Satisfaction with School Management Activities.

Elementary, Technical

Management capacity of primary school principals

(r=.406; .404; .334 with

p<0.01). Thus, it can be seen that when subjective factors are improved, the adaptation to the management activities of primary school principals is also better. On the contrary, primary school principals will be less adapted to the management activities if subjective factors such as the management experience of primary school principals or the self-training awareness of primary school principals are not high.

b. Correlation between objective factors and the adaptation of primary school principals' management activities

Analyzing the Pearson bivariate correlation between each pair of variables, we obtained the results in Figure 3.3.

The principal's understanding of school management activities

.

266**

.

256**

Objective factors

.

349**

School management skills of school principals

Satisfaction with QLDH activities

of principal TH

The school's collective recognition of the principal

Diagram 3.3. Correlation between objective factors and the adaptation of management activities of primary school principals

Note: r** when p<0.01; r is the Pearson bivariate correlation coefficient.

of primary school principals with objective factors, 3 pairs have positive correlation

and has a common meaning

pairwise (p<0.01). In pairs of variables,

The Harmony

satisfaction with primary school principals' management activities and objective factors

has the strongest and most positive correlation (r=.256; p<0.01). Next, and also the

The pair of variables that were positively and highly correlated was Principal Knowledge.

about

QLDH activities

and Factors

objective

(r=.266; p<0.01), and finally

The same is true for the school's collective recognition of the principal.

and Factors

objective

(r=.349; p<0.01). As

So, objective factors

greatly affects the adaptation of primary school principals' management activities. If the collective psychological atmosphere of the pedagogical community and the management conditions of primary school principals change in a positive direction, it will positively affect the understanding of primary school principals about management activities. The recognition of the school community with the principal is high and the primary school principal will be more satisfied.

with management activities; Conversely, if objective factors change according to

negative direction will negatively affect the expression of liking.

Responding to the management activities of primary school principals.

3.3.4. Forecasting the influence of subjective and objective factors on the adaptation of teaching management activities of primary school principals

Explore variables that predict the ability to adapt to change

The ability to predict the level of change in the adaptation of QLDH activities of primary school principals helps to propose appropriate measures to improve the level of adaptation of principals. We consider the ability to predict the level of change in the adaptation of QLDH activities in two aspects: First, we consider the ability to predict the level of change in each manifestation of QLDH activity adaptation under the influence of subjective and objective factors to consider the role of subjective and objective factors for each manifestation.

Rank

Second, consider the possibility of variation in the level of adaptation.

QLDH activity application

under the influence of each subjective and objective factor cluster to study the predictive ability of these factor groups.

a. Forecasting the impact of subjective factors on the adaptation of primary school principals' management activities