From the results of this study, the psychological contract of middle school teachers has a significant impact on the performance of teachers.
From the perspective of the correlation between the two, the psychological contract can promote the improvement and improvement of secondary school teachers' performance management. For most middle school teachers, the higher their psychological contract satisfaction, the better it is to improve their work performance.
For teachers of different professional stages, the teacher performance management system is targeted at the psychological contract characteristics of different occupational stages. The higher the value, the better it is to strengthen performance management. Therefore, from the perspective of the psychological contract of middle school teachers, the improvement of teacher performance management is of great significance for the enhancement and optimization of middle school teachers' performance management.
Section 1 Develop a performance plan based on the formation characteristics of the teacher's psychological contract
For organizations, the phenomenon of reduced job satisfaction reduced productivity, or turnover intentions in individuals in an organization can cause a decline or even a low overall performance of the organization. It can be seen that when organizing various management behaviors, they have to consider the existence value of psychological contracts. They have to strengthen the management level while strengthening the psychological contract construction of members. They all have to combine the formation characteristics of teachers' psychological contracts. To carry out specific performance planning.
First, the application value and significance of the psychological contract in teacher performance management.
In the psychological contract, the important part is that the individual's expectations are met. In this paper, the teacher's expectations are met. To improve this situation, we should start with the following aspects. First, for the management of secondary schools, the management of teachers in schools not only requires the use of different management methods and incentives to meet the needs of teachers but also needs people-oriented and emotional incentives.
Strengthen the mutual trust and understanding between teachers and schools; second, in the implementation of performance management, we should establish a long-term effective performance management system based on respect, and build and maintain a good relationship between the school and the middle school teachers.
The psychological contract is particularly necessary. In a sense, what is important is not what management measures are taken, but what kind of management employees feel. Third, in terms of the function of psychological contracts, school administrators should strengthen the study of psychological contract theory.
A good psychological contract is very cohesive, appealing, centripetal and motivational. It is a strategic tool to promote the scientific, humanized and modernization of teacher management. School administrators must and need to pay enough attention. Fourth, for modern teacher management, school administrators and teachers should understand, master and skillfully use the theory of psychological contract.
Second, people-oriented teacher performance management needs to build a harmonious psychological contract.
Constructing and maintaining a harmonious psychological contract for middle school teachers is an important embodiment of the implementation of people-oriented performance management in schools, and an effective carrier for cultivating a people-oriented campus culture. Schools should pay full attention to the value of human beings. In the design of the performance management system and the implementation of each link, it should be people-oriented and pay attention to the consciousness, self-discipline, and spontaneity of teachers' personality.
To construct a teacher's psychological contract, it should first be based on respecting the independent personality of the teacher. The outstanding teachers' dedication, pioneering spirit, lifelong learning spirit, and team learning spirit in the teacher's personality are all from the teacher's inner and inner behavioral tendency, not through external, quantitative mechanical steps and behaviors. The result of the behavior bound by the indicator. This is a school administrator who needs to have a clear understanding before building a psychological contract.
Second, schools should build a "communication" platform for building a good psychological contract. Through this platform, school administrators can actively listen to teachers' suggestions and opinions on performance management, attach great importance to the status of teachers' masters and adopt a democratic and negotiable way to manage. Then, establish an effective mechanism to improve and perfect a long-term interactive system guarantee.
Schools should ensure that through this system or mechanism, teachers' needs and expectations can be understood and grasped in a timely manner. Through performance management, both the performance of teachers and the internal needs of employees are improved, rather than being squandered with heavy and procedural tasks. Teacher.