Survey And Research On The Living Conditions Of Teachers In Border Schools Of Guangxi

Opening means opportunities, but also challenges. As a portal in China of China-ASEAN Free Trade Area (CAFTA), the southwest border is turning into the focus of people's attention. There is quite convenient land and sea transport between Guangxi and ASEAN countries, the land border is 1020 kilometers, form northwest to southeast including Napo, Jingxi, Daxin, Longzhou, Pingxiang, Ningming, Fangcheng, and Dongxing, and 103 towns in these cities/counties are bordering 17 counties in 4 provinces in Vietnam. It's necessary for us to ponder how Guangxi takes advantage of CAFTA to promote the rapid development of economy and society in border area, while ensure the stable frontier and establish a good national image.Rise and fall of a country lies in education, and rise and fall of the education lies in teachers, education is the most fundamental power of solving varies of social and economic problems, while success and failure of the education depends on whether a high standard teachers team exists. With vigorous support and favor from a series of national and local policies, Many garden-campus mushrooming grew rapidly, however, the soft power especially the teachers' power wasn't improved correspondingly, the relative backward teacher's power and the modern school buildings formed obvious contract. We supposed, of all the causes which led the backward teachers' power, the unsatisfactory living conditions of teachers was a very important factor, bettering of the living conditions of teachers could attract more talents to join in teachers team, Incentive current teachers to work more actively, and eventually brought prosperity of the border education.This study illustrates the living conditions of teachers in border schools of Guangxi according three aspects:material living condition, professional living condition, physical and mental conditions, and presents the content in three chapters, in each chapter first give a theoretical explanation, second present the problems by a lot of facts and data, at last analyzes the causes. The major problems in material living condition:①the system of distributing wage has disadvantages;②the wage level is not high relatively;③the welfare and treatment is unsatisfactory;④solving the housing problem by themselves brings great pressure. The causes include:①the overall investment of national education is inadequate;②the level of economic development of border area is lagging;③traditional culture slants teaching profession;④the people of remote areas of national minority give less attention to education;⑤society is lack of awareness to characteristics of teaching education. The major problem in professional living condition:①great workload;②the appearances of the campuses reflect regional gap;③the effect of continuing teachers education is unsatisfactory;④differences come to the effect of research on education;⑤professional identity of the teachers is low. For the causes we made detailed analysis from above three. In addition, the physical and mental conditions of the teachers in border schools is unsatisfactory, the causes include three:①the characteristics of teaching profession make the teachers get occupational diseases easily;②low income brings the teachers great pressure;③oversized occupational stress influences the teachers' physical and mental health.At last, we raised suggestions of improving the living conditions of the teachers in border schools based on the above understanding:First, continual increasing investment improves the wage and treatment and status of the teachers; Second, establish scientific and rational systems of teachers' continuing education and research on education; Third, activities to improving the physical and mental health of the teachers should be held frequently to raise the quality of the teachers' life; Four, the teachers should strengthen awareness of self-development to improve their living conditions.