Case Study Of “Teachers Are Employed By Schools While Managed” In Qionglai City Government

Education is the cornerstone of social development and the symbol of a strong nation.At the turn of the century,substantial progress has been made in the development of education in China.In 2001,nine-year compulsory education was basically universal,and illiteracy among the young and middle-aged basically eliminated.However,with the rapid development of the economy and society,the demand of the educations for quality education resources increases with the increasing of the education level.For a long time,under the influence of urban and rural dualistic structure,urban and rural education also appeared dualistic structure,and along with the imbalance of urban and rural economic development,its level of development is gradually increasing.In order to narrow the educational gap between urban and rural areas and realize the common development of society,our Party and government have proposed important strategic measures to coordinate urban and rural development,change the value orientation of the public policy on education,and realize the integration of urban and rural education.Therefore,in order to realize the balanced allocation of teachers 'resources in Chengdu and to enrich and innovate the mode of compulsory education in primary and secondary schools,Chengdu issued the "guidance on further optimizing the allocation of teachers' resources in primary and secondary schools in the city",and improved the mechanism of teachers "specially compiling teachers for special use and county management schools".In view of this,it is of great strategic significance to strengthen the research on the management of teachers and county schools under the background of integrating urban and rural education.At present,in the course of promoting teachers 'resources,there are some problems such as imperfect system,insufficient utilization of teachers' resources and imperfect safeguard mechanism.Therefore,this paper takes the implementation of teachers "county management school" as a case study,first of all the related basic concepts of the article.This paper discusses the teacher resource management system of county management school,analyzes the implementation of county management school policy with Qiong Lai city as a case,and constructs the basic framework for the follow-up theory.On the basis of this,the balance distribution of teachers 'resources and the constraints of existing mechanisms are discussed,and it is suggested that the government's responsibilities should be clarified to improve the resource allocation of primary and secondary school teachers.Establish county resource allocation mechanism for teachers;To break the division of county and realize the sharing of teachers 'resources;Establish the supervisory mechanism of resource allocation for compulsory education teachers in county.Then the article analyzes the key factors of the system construction,human resources and guarantee mechanism in the implementation of teachers "county management school" in Qiong Lai city government,and concludes that the enlightenment of promoting teachers "county management school" provides important theoretical and practical support for the promotion of teachers "county management school" in Qiong Lai city and even the whole country.It is pointed out that we should deepen the reform of the teacher personnel management system with county as the main factor and create a favorable public opinion environment for policy implementation.We will speed up the promulgation of relevant supporting policies and improve the system of teachers 'exchanges at the county level.We will strengthen the government's command coordination,supervision and evaluation functions,promote the implementation of policies and ensure a balanced allocation of resources for teachers at the county level.To break the regional division of teachers 'resources and perfect the teacher's incentive policy,so that rural teachers can stay and teach well;We will explore innovative mechanisms for improving the quality of rural teachers and ensure a balanced quality of urban and rural teachers.