Third, make overall plans for the performance plan that is conducive to the formation of teachers' psychological contracts.
The formation of the relationship between teachers and schools requires a process, that is, the psychological contract establishment process of the teacher's career exploration stage. The formulation of a performance plan is a process in which the organization and the individual agree on and agree on a performance goal or plan, and is also a process of forming a psychological contract.
School administrators should formulate reasonable performance plans according to the actual situation of the two parties, that is, the organization goals, tasks and characteristics of teachers' psychological contracts in different occupational stages, and try to avoid unreasonable or difficult performance plans to be implemented, clear teachers Responsibilities and expectations between the school and the school.
Schools should fully communicate with teachers in the stage of professional exploration, which is related to the formation and persistence of psychological contracts between the two sides. Both parties should let each other understand their respective expectations and responsibilities.
The working methods in this process can be face-to-face communication, or they can understand the more standardized documents or systems through the form of study and discussion.
The second section pays attention to the dynamic change of teachers' psychological contract implementation performance evaluation
School organizations in the implementation of a performance management process should ensure that their performance management system can achieve a balance between organization and individual, responsibility and expectations. Only in this way can the performance management system be operated more efficiently.
The realization of this balance requires a fair, just, scientific and reasonable performance evaluation system. Therefore, timely understanding of the dynamic changes of teachers' psychological contract and implementation of targeted performance evaluation is of great significance for the benign circulation and optimization of the teacher performance management system.
First, the importance of guiding teachers to construct psychological contracts in performance management.
In the school organization, there are many factors that can affect teachers' behaviors and attitudes. Among them, the psychological contract is the most important and the most extensive. For example, teachers' job performance, job satisfaction, investment in school organizational feelings, and teacher turnover rate are all affected by psychological contracts.
Therefore, the teacher himself should fully understand the teacher's "psychological contract", that is, the teacher's organization, professional attitude, career expectations, and his own professional responsibilities and obligations. Teachers can only strengthen their psychological contracts and hold on to their professional expectations on the basis of their full understanding and understanding.
First of all, teachers, as ideological educators, have a higher self-cognition and self-management ability. The psychological contract established before and after the job and after the teacher's occupation is mainly based on the normative ethics, that is, the positive aspect of the psychological contract, and should continue to consciously keep it.
Secondly, as a participant in educational management activities, teachers have the right and obligation to exercise organizational behavior given by school organizations. We should actively cooperate with the school's positive actions in material incentives and spiritual incentives.
Finally, as a member of the school organization, teachers should establish mutual trust and understanding with the school, and create a sense of organizational identity and belonging, and establish a positive psychological contract relationship with the school. They should reach a tacit agreement with each other, be willing to contribute their own labor value, and strive to align the goals of self-realization with the goals of the school.
Second, improve the performance evaluation system by improving the teacher's psychological contract.
An effective and efficient psychological contract is important for correcting the behavior of organizational members, guiding individual values to consistently conform to the mainstream values of the organization, and leading individual members to constrain themselves and self-discipline to prevent behaviors that are not conducive to organizational interests.
One of the important factors in measuring the accuracy, fairness, and fairness of an evaluation result is the acceptance of the evaluation results by the members of the organization. In other words, the improvement and optimization of the teacher's psychological contract by the school administrator depend on the design of a reasonable indicator system and objective and accurate assessment criteria.
This requires the school administrator to discuss and determine with the teacher on the basis of clarifying the teacher's job responsibilities and the differences in organizational objectives.