An Investigation of the Current Situation of Academic Administration in High School: A Case Study of Fuzhou High School of Fujian Province.

Abstract

Academic administration refers to the teaching research that promotes the development of original research through the academic evaluation mechanism of high schools. Academic administration focuses on teaching management work. This study aims were: 1) to investigate the current situation of academic administration in high school of Fu Zhou High School; 2) to propose strategic guideline of academic administration in high school of Fu Zhou High School. The samples of this research were 130 teachers, and 20 school administrators from the Fuzhou High School, Fujian Province. The sample size obtained by using Taro Yamane Formula. The research instrument were questionnaire and set of questions for focus group discussion. In this paper, the literature of academic evaluation mechanism was sorted out, and the relevant research status was elaborated, the relevant concepts were defined, the meaning of educational evaluation mechanism was clarified, and the research ideas and methods were put forward. The collected data and information were analyzed and interpreted, and then presented in the form of frequency, percentage, mean, and standard deviation. According to the survey results, the existing problems were found. The finding found that 1) based on the data analysis, the paper systematically analyze the factors that affected the teacher-student relationship, and puts forward the corresponding countermeasures. From the analysis of data, the overall level of academic administration in high schools in China was at highest level (𝑥̅=4.31, S.D.=.52). The highest value was (𝑥̅=4.46, S.D.=.62) about media setting for instruction was at the higher level, and the lowest value about coordination and cooperation on developing academic administration was at high level (𝑥̅=3.93, S.D. =.52); 2) the strategic guideline of academic administration in high school comprised of (1) schools should focus on teaching, (2) minimize the impact of activities on normal teaching, and (3) consider increasing several courses in order to ensure the quality of teaching; and (4) the schools should promote the standardization and institutionalized management of curriculum construction.