Since 214, China's Ministry of Education has begun to implement the "county-managed school employment" system, the essence of which is to promote the exchange and rotation of principals and teachers of compulsory education in counties and cities, with the purpose of delegating power to schools on the one hand, and improving teachers' work enthusiasm and encouraging teachers to improve teaching quality on the other.
As a new system choice and innovation, "county-managed school employment" has become a major change in the teacher personnel management system and an important content of deepening the comprehensive reform in the field of education. "County-administered school employment" has a positive effect on promoting the balanced development of compulsory education. It removes the institutional obstacles for teachers to exchange and rotate among schools, and is the upper system guarantee of the exchange and rotation system.
In this way, the power level is decentralized, the principal has the right to hire teachers, the teachers have the right to choose the head teacher and colleagues of their own classes, and the students have the right to choose their own teachers. Everyone can gain the recognition of relevant personnel by demonstrating their teaching ability, and everyone really chooses a capable teacher to organize classes from their own interests. For example, students will definitely choose a teacher who they think is strong and experienced. In order to gain a foothold in this school, teachers will definitely choose strong class teachers as their colleagues to achieve strong cooperation, while those with weak teaching ability, lazy working attitude and teachers will naturally be eliminated, reducing the possibility of favoritism and money trading.
Some teachers have been working in a school for more than ten years or even twenty or thirty years, and have never moved. Sitting in an environment for a long time will wear away a person's initiative, work enthusiasm and enthusiasm.
Therefore, the implementation of the "county-administered school employment" system can promote the exchange and rotation of teachers between schools, encourage teachers to work hard and stimulate their work vitality.
Strictly speaking, primary and secondary school teachers who don't work hard will be eliminated by "county-managed school employment", but conversely, teachers who are eliminated by "county-managed school employment" are not necessarily teachers who don't work hard and diligently.
Therefore, the employment of county-run schools is a system reform that makes countless teachers talk the most after the professional title system. Objectively speaking, the original intention of "county management and school employment" is very good.
As for the fact that the employment of county management schools is not recognized, the reasons are also very concentrated.
1. Teachers' sense of belonging is reduced, and the overall teaching and working atmosphere is not harmonious.
since the implementation of the county-run school employment, teachers no longer belong to a specific school, which directly lowers their sense of belonging to teaching. Moreover, teachers must compete for employment if they want to teach. When teachers are hard to protect themselves, where can a good education start?
Moreover, older teachers will generally become "laggards", so a harmonious school will become a vanity fair with intrigue. Under the disharmonious working atmosphere, there is no way to talk about teaching achievements.
2. There is too much human intervention.
A teacher once commented on the employment of the county management school: "Competition in schools has become a tool for principals to collect money, and competition depends on relationships rather than strength".
It can be seen that, as the most critical part, the competition in schools has become the most important part for teachers.
The headmaster can completely eliminate dissidents and accept gifts and property on the grounds of "competition for employment".
3. Older teachers are out of favor.
After 5 years old, many teachers' physical strength and work energy are greatly reduced, so it is difficult to keep up with the rapid changes in teaching. The final result is that they are kicked out of the school and will not be taken in by other schools. After decades of dedication, they are "expelled". Therefore, the old teachers have become the people whose interests have suffered the most.
4. Educational resources are further differentiated.
The ultimate goal of county management and school employment is to balance educational resources, but at present, it is likely to play a reverse role.
Excellent teachers naturally have the ability to get a foothold in a good school, but those teachers who are kicked out of the school, who are willing to take them from the unit with fairly good conditions, can only be "taken in" by schools with remote places and poor education level if they are not dismissed.
over time, the stronger the strong, the weaker the weak the situation will be further aggravated.
Therefore, "county-administered school employment" may also be a "double-edged sword", which may have human factors in the operation process and may also breed corruption. Therefore, sometimes when it is implemented, the final effect may backfire.
everyone is pursuing advantages and avoiding disadvantages, and teachers are no exception. Since they are competing for jobs, teachers are of course willing to hire urban schools with convenient life and high pay. And those remote and weak rural schools will have no candidates, and only teachers who have been eliminated in the competition will have to go. This kind of competition will not only fail to achieve the effect of balanced teachers, but may also widen the gap between teachers in various schools.
Also, in the competition for employment, it is not excluded that some people use all kinds of resources in order to stay in schools with better conditions, and those teachers who are "eliminated" to remote schools after being hired in their own schools will inevitably feel humiliated, feel inferior and lose their enthusiasm for work.
to sum up, the original intention of the reform of county management and school employment is good, but in fact, there is no corresponding supporting policy, or even corresponding assessment rules, so all localities are only allowed to explore according to the actual situation. Such a reform without a solid foundation is naturally difficult to achieve the expected results, and it also undermines the stability of the teaching staff, causing teachers to be at a loss.
Therefore, it is still an immature practice to employ the county-run school, which is very easy to cause the loss of some capable but unrelated teachers, which is also the reason why the county-run school-run school-run employment is the most talked about.