A Case Study On Teacher Resource Allocation In Rural Private Kindergartens

The allocation of teacher resources is the core of educational resources allocation.As a weak part of the construction of teachers’ team in China,the reasonable allocation of rural teachers’ resources will affect the prosperity of the whole preschool education.The shortage of rural private kindergarten teachers,lack of professionalism,and frequent mobility,which account for about 60% of the total number of rural kindergarten teachers in my country,poses a huge challenge to the balanced allocation of kindergarten teacher resources.Therefore,it is of great significance for the development of preschool education in China to explore the current situation of the allocation of teachers’ resources in rural private kindergartens,what are the factors affecting the allocation of teachers’ resources in rural private kindergartens,and how to optimize the allocation of teachers’ resources in rural private kindergartens.Through qualitative research orientation,this study selected a national poverty-stricken county as the investigation area,and collected research data by means of interview,observation,text data analysis,field survey,etc.in order to track the change process of the county’s Teacher Allocation in the flow of time.Through the subject and object of teacher resource allocation,the structure of teacher resource allocation,the flow of teacher resource allocation and the stability and sustainability of teacher resource allocation,the researcher presents the dynamic process of teacher resource allocation in rural private kindergartens.The factors that affect the allocation of teachers’ resources in rural private kindergartens are complex and various,but the current dilemma of teachers’ allocation is mainly caused by the key stakeholders involved.Therefore,the researchers have conducted a more in-depth investigation on the main stakeholders that affect the allocation of teachers’ resources in rural private kindergartens-the government,kindergartens and kindergarten teachers.Based on the analysis of the status and influencing factors of teacher resource allocation in rural private kindergartens,the researchers put forward the following findings from four aspects: the source of teachers,the structure of teachers,the motivation of Teacher Allocation and the influence of rural social environment on Teacher Allocation: first,the non-linear relationship between teacher training and Teacher Allocation in Rural Kindergartens,That is to say,there is no fixed law between the training and allocation of rural teachers in the absence of compulsory constraint mechanism for normal students to teach in the countryside;Secondly,the structure of teachers’ resource allocation in rural private kindergartens is unbalanced,which leads to the unreasonable structure of teachers’ quantity and quality;Thirdly,the lack of motivation and sustainability of teachers’ resource allocation in rural private kindergartens,the imbalance of government financial investment,the government’s participation in and supervision of teachers’ resource allocation in rural private kindergartens,and the lack of sufficient learning opportunities for teachers in rural private kindergartens all make teachers’ resource allocation lack of motivation;Finally,the disadvantage of rural social space has a negative impact on the allocation of teachers’ resources.The backward rural economy,poor environment,stubborn ideas and other problems promote the "City Oriented" flow of teachers,and also make the rural children do not want to return to the countryside.Based on the above findings,this study suggests that the government,kindergartens and kindergarten teachers should make joint efforts to improve the current situation of teacher resource allocation in rural private kindergartens.As the policy maker of teacher resource allocation,the government should pay more attention to it and implement the responsibility of teacher resource allocation in rural private kindergartens.The managers of kindergarten should strengthen the construction of material environment,try their best to improve the working environment of kindergarten,optimize the management mode of teachers,and create a good atmosphere of kindergarten.Kindergarten teachers should strengthen their professional belief and constantly improve their professional quality and ability.