Balance And Correction: The Research On The Power Of Teacher Resource Allocation In Public Primary And Secondary School In China

This thesis, taking the powers of teacher resources allocation in public primary and secondary schools in our country as the object of the research, basing on public goods theory,new public management theory, theory of the third sector and theory of property right of human capital as the theoretical bases, employing literature resources and empirical survey as research methods, has brought out the imbalance problems of the teacher resources allocation in current public primary and secondary schools, and has put forward theoretical models and realistic approaches, with the expectation to be helpful to policy-making of teacher resources allocation and reform of teacher personnel management of our country.This thesis consists of six parts:The first part is an introduction, mainly introduces the background of topic selection, the significance of the research, the methods of the research, relevant overviews, the core concepts and the thesis′s frameworks.The second part introduces present status of the teacher resources allocation in public primary and secondary schools, including the mechanisms, the patterns, the policy reviews, and the present situation of teacher resources allocation. Among them, the mechanisms of teacher resources allocation comprise planning mechanism, market mechanism and the mixture of the planning and market. The current system of teacher resources allocation contain the teacher qualification system, the teacher engagement system, the teacher support system, the special posts of teacher system, and free normal school students education system.The third part analyzes the powers of current public primary and secondary schools in the process of teacher resources allocation, including the power of government, market, schools and teachers. And this part proposes the generating background, the mechanism, the features and the constraints of each power, along with the dominant conditions of each power in the process of the allocation.The fourth part analyzes the necessity and possibility of balance of the powers in the course of the teacher resources allocation, and points out that any kind of the power has its advantages and disadvantages, just as the possibility of implementation and limitations. However, any kind of power can not dominate the teacher resources allocation in public primary and secondary schools according to the status of China's current educational development, the only possible solution is integrate the four kinds of powers into together and balance each other, so as to give full play to their advantages, and compensate for each other's weaknesses.Part five presents the problems of the current teacher resources allocation through the questionnaires. In the view of the theory, if the four powers act properly, the teacher resources allocation will be optimization, but the reality is the status are still in a non-optimized state, so it can be said that the current non-optimized status of teacher resource is the external appearance of the imbalance of the four powers. Then what's the present situation of the imbalance, and what's the extent of the imbalance, which is the focus in this section.The last part put forward a corrected theoretical pattern and a realistic way based on the problem brought in part five, points out that each of the power should adjust in the process of the allocation, each of the main pursuits of different interest is the original power, and different interest mains′concessions and compromises are the decisive power because of the nonprofit of the education. Governments withdraw from excessive intervention, market mechanisms are fully adopted, the right of school personnel and the right of teachers′choosing their own jobs should be regulated is the realistic method.