A Study Of Middle School Teachers' Quality And Its Influential Elements

The quality of teachers' team affects the reform of elementary education directly. China's reform of education, namely, the transition from the examination-oriented educational system to the education for all-around development, has been carrying out in full scale. In the course of the reform, teachers play a principal role, and therefore their quality maybe decisive for the success of the reform. This paper tries to analyze what quality the teachers have to obtain, and how to improve it.Teacher's quality is an ever-changing concept. It means not only a teacher's teaching ideas, professional knowledge and educational ability, but also his/her personality and professional morality. So the concept of teacher's quality is distinctive for its professional concerns.To explore the characteristics of an outstanding middle school teacher, the author makes a survey in some high schools in Zhuhai. The result shows the quality of a middle school teacher should cover four aspects: teaching doctrine, knowledge structure, teaching skills and affection for the job. The paper makes a deep analysis on the aspects above, and reveals their connotations.Generally speaking, teachers in China's middle schools have been improved in the fields of professional morality, educational and teaching ability and overall quality. Most of the teachers are agreeable to their jobs;they understand the students and respect them as well. A lot of teachers are accomplished in doing their jobs, and accordingly gain their students' favor. The formalization, legalization and professionalism of the teachers' qualification raise the level of teachers' team, and now the teachers with middle quality have already taken a great percentage in their team. However, there are still problems we cannot overlooked when talking about teachers' quality. For instance, some teachers are lack of proper professional morality;some stick to their outdated knowledge structures;a few of them are weak in their teaching abilities and sense of innovation. These problems are caused by several reasons. First, the market-oriented social reality has a great impact on people's life, and some talented teachers leave their campus for better payments. Second, irrational elements within the educational system have led the normal education into a wrong way. Third, the weaknesses in the construction of schools mislead education. At last, some teachers, though the number is not large, do not understand themselves or their jobs.To solve the problems mentioned, the author raises some practical suggestions which contain cultivation by colleges, employment by middle schools and further education. First, guarantee a high quality of the future teachers, namely, the students in normal colleges. Adjust the structure of normaleducation in the ways of abandoning ineffective forms of normal education, lengthening the studying years, readjusting the curriculum and emphasizing researching ability. Second, perfect the system of teachers' qualification and bring in the competition system. Third, the middle schools need a proper training program to improve their teachers' quality. At last, the society should upraise teachers' social positions and offer them better payments. For example, encourage colleges to set up scholarship for education, or optimize teachers' financial environment when situations allow.