Study Of The Problems Of Rural Teachers Arrangement In Poverty-Stricken Areas

As investment increased in rural education rencent years, the gap of facilities between urban and rural areas has become narrowed, but the issue of faculties has become a bottleneck restricting rural education development. With acceleration of urbanization, the problems will be more serious and complicated. Furthermore, it will become a key factor which influences the educational quality and fairness. And it has attracted extensive attention of central government, so the "National education reform and development of long-term planning programs" announces that our country will take the rural faculties as a central task to enhance rural teachers’quality and boost balance arrangement of teachers.However, the problems of rural teachers are mainly caused by the problems of teachers arrangement. And the factors influencing urral teachers arrangement are complicated, but most problems are rooted in the stakeholders of teachers arrangement. Therefore, The thesis puts forward the study of the problems of rural teachers arrangement. It selects H county as the research field, which is one of the key counties of national poverty alleviation and development. Then the thesis makes use of the method of field work, and takes the ways of participant observation, deeply interview, document data analysis and field investigation. It deeply investigates the problems caused by the three key related stakeholders of teachers arrangement-government, schools and teachers.Based on the field work, the thesis points out the following problems of rural teachers arrangement. For the county-level government, the main problems presents the the following characteristics:1.In views of officials from county-level government, they imply to take urban teachers arrangement first;2.Officials are willing to induce highly qualified rural teachers to cities, so as to improve urban schools and manifest their work performance;3.The urban interests group is powerful contrasted with their rural counterparts. And county-level government often attaches importance to the powerful groups;4.County-level government will not focus on the goals which can not been measured, because this kind of goals lack incentives. While it is difficult to measure the teachers’quality, so county-level government can focus on the quantity of teachers but not quality. All above indicate that county-level government will not focus on the quality of rural teachers.Because of the behavioral anomie of the county-level government, it causes the power deviation of the government. Under this condition, the rural teachers are pulled by two forces. One comes from the market, the other from the government. Generally speaking, to make up for the deficiency of the market, government should minish the force of the market, so as to achieve a relatively balance and can farily provide public goods. Because of the power deviation, the county-level government does not make up for the deficiency of market but forms another force to pull teachers from rural regions to the urban areas. As the result, the rural teachers market becomes an "impounding reservoir" for urban market. At the same time, the power deviation of government will put the management of schools in an embarrassing situation, because well managed schools will encounter more serious talent brain. The reson for which is the county-level government will select highly qualified teachers to the urban areas, and the teachers from well managed schools often present better teaching performance, so it increases the possibility of rural teachers’turnover.There are obvious conflict of power and conflict of interests for the principals in rural areas. The conflict of power is in the following situations:1.If the principals have more power to choose teachers, it can stimulate them to try their best to choose highly qualified teachers, but it will increase the possibility of rent-seeking. If the principals have less power to choose teachers, they will not concern the quality of teachers;2.Because the power of teachers arrangement is shared by different departments, the conflict between principals and officials from other departments of government is common. And the conflict of interests is that on behalf of public interests, the behavior of the principals should represent public interests, but as rational individuals, they often take their own interests first and neglect public interests. Thus the problems of teachers arrangement are inevitable.The rural teachers have their own utilities. If their utilities can not been satisfied, they may choose to leave rural aeras. Currently, the pay for the teachers increases, but compared with the income of some affluent classes in rural areas, the satisfaction of teachers dropped down. Secondly, under the influence of Chinese traditional culture, teachers implied to chase achievements and esteem by working in cities, because most people believe it is upward social mobility from countryside to cities. And in fact, because the rural education quality is not high enough, teaching in rural areas can not satisfy the sense of achievement of teachers. In addition, most teachers leave rural areas are to choose high level education for their children.Because of the problems mentioned above, we can find a "revolving door" phenomenon in rural areas, which is green hands enter rural teaching market, while mature teachers flow out unceasingly, the highly qualified teachers are always in shortage in these regions. Overall, we do not found effective incentive mechanism to induce teachers to rural regions after the mandatory mechanism cancelled, so rural teachers arrangement is in a dilemma of "entering" and "leaving".Finally, the thesis puts forward some strategies to solve the problems.1.To manage the action of anomie of the government, it is necessary to set up some norms and standas. Including setting up some mandatary quality standards of teachers and fitting them into the evaluation, of the government performance, setting up the basic quality standads of teachers to grantee the basic quality of the teachers, carrying out system of reponsibility by objectives, so as to ensure the government to shoulder its resibonsibility.2.To stimulate the rural principals to attract highly qualified teachers and reduce brain drain, it is necessary to delegate power to the principals to some extent, and define the boundary of teachers arrangement power to decrease the conflict of interests.3.To encourage teachers working in rural areas, it is necessary to mould teachers spirits beyond utilitarian and satisfy their utility to some extent, so as to encourange teachers woring in rural regions.