Study On Teachers’ Loss-Revenue And Compensation Mechanism In Supporting Education

On the profound impact of urban and rural areas "binary" structure, there is a great gap between China’s urban and rural areas, especially compulsory education, regardless of the hardware or software. Rural schools have been greatly improved hardware resources and continued to narrow the gap between urban and rural areas, on tilt of rural education policy increasing investment in rural education in recent years. However, there are still a lot of problems in software resource teacher, such as "school choice","drain" of rural teachers. Teachers’level difference in rural and urban compulsory education remains high, not only in terms of the number, more importantly, in the quality of and prominent structure, rural teachers become major factors limiting the future development of compulsory education. In order to narrow the difference in urban and rural teachers, the state has taken a variety of initiatives, including the aid to testing exercise, supporting education and other measures to support rural education. Supporting education is an important measure of balanced allocation of teacher resources to narrow the differences between urban and rural areas. But it still exists a lack of theoretical guidance, management disjointed, majority of the teachers inconsistent with emotional and other many questions in the majority of the teachers’ resistance, because supporting education teachers’ compensation mechanism don’t respect the wishes of teachers and can not fully mobilize the enthusiasm of the teachers, so compensation mechanism need to be further improved, and give full play to the role of supporting education.So we take support education teachers in County L, Jiangsu Province for the sample, and take theoretical analysis on support education teachers’loss and revenue, combining with push-pull theory, ERG theory and incentive theory. Then according to the results of field research, we use the questionnaire, interview, descriptive statistical analysis, a combination of qualitative and quantitative analysis, and find that teachers have not only monetary loss but also non-monetary loss, monetary loss concludes transportation cost, the cost of living, housing cost and other expense etc, and non-monetary loss concludes psychological loss in that the time together with their family reduces and the times gathering with their friends reduce and professional developmental loss in that the chance of training and taking a refresher course decrease.Then we have difference analysis on teachers’compensation will after the analysis of loss and revenue, using single-factor analysis and non-parametric test method on characteristic gender and age, and draw that the non-monetary compensation willingness to support education teachers is higher than the wishes of monetary compensation, the compensation of the top three are all non-monetary compensation, the teachers pay greater attention to the non-monetary compensation. Support education teacher compensation willingness has significant difference in gender and age. In gender male teachers should be focused on transportation, leaders’recognition and appreciation, priority to promotion and evaluation, and female teachers should be focused on the support education incentive given and providing more training opportunities for further studies. In age, the teachers between31and40should be focused on the priority to promotion and evaluation by way of compensation, the teachers below30years should be focused on providing more training opportunities for further studies.Finally, we put forward the framework to build the compensation mechanism.(1) A clear compensation subject and object.(2) A combination of "top-down" and "bottom-up" to determine the compensation standard.(3) Diverse compensation, a combination of monetary compensation and non-monetary compensation,"unity" and "difference".(4) The relevant supporting mechanism to protect. Desirably from cities and towns to support education in rural school teacher compensation to provide some guidance and targeted advice to encourage more urban teachers to rural areas to support education, to achieve the balanced development of urban and rural education. We hope to provide some guidance and targeted idea to encourage more urban teachers to rural areas to support education, to achieve a balanced development of urban and rural education.