Study On Non-material Incentive Problems Of Teachers In Public Rural Schools In Shanghai

In the process of balancing the development of urban and rural areas,the most prominent shortcomings and deficiencies are bound to fall on rural education.At present,rural schools,especially primary and secondary schools,are obviously behind urban schools in terms of school running conditions,and the allocation of resources is at a disadvantage.They are faced with a deteriorating student source year by year,accompanied by the loss of weak teachers and the lack of education funds.Is not only the dominant behind,some hidden behind such as unitary pattern of development of education,the management system of loose,lagging development philosophy,deformity of informatization technology and so on curriculum education pallet multiple phenomenon gradually exposed,and the phenomenon is long-term,make it difficult to improvement and breakthrough in the education quality,the loss of good teachers.First of all,through literature research,this paper finds that scholars at home and abroad have done more research on the motivation of public school teachers,but less research on non-monetized motivation of public rural schools.Rural teachers are less satisfied than urban teachers,and their motivation problems are different from those of other urban teachers.Secondly,this paper takes Public rural SCHOOL C in Shanghai as a case study,analyzes the status quo and causes of the shortage of non-monetary incentives for teachers in public rural school C in Shanghai by means of questionnaire survey and interview with teachers,and based on the two-factor theory and public service motivation theory.In this paper,non-monetary incentives include honor incentives,atmosphere incentives,developmental incentives and emotional incentives for teachers.The research found that C school honor incentive to be developed,atmosphere incentive is not in place,there is insufficient developmental incentive,lack of emotional incentive and other problems.The reasons are analyzed from three aspects of external system and policy,school and teachers themselves.First,in terms of system and policy,there is lack of market operation,unclear teacher allocation system and insufficient basic resources and guarantee.Second,at the school level,the leadership motivation concept is insufficient,the evaluation and assessment mechanism is not perfect,the internal management is weak;Third,teachers’ personal motivation is weak,their concept of honor is unclear,and they lack reasonable consciousness of self-development.Moreover,in the face of these problems and reasons,this paper C schools,for example from the external system and policy,schools,teachers’ comb three aspects put forward the following Suggestions: one is the system and the policy level,establish a market-oriented management system,encourage outstanding teachers to participate in the flow,improve and standardize the basic policies,the rational allocation of finance;Second,at the school level,leaders’ ideas should be updated,diversified incentive methods should be established and internal management level should be strengthened.Third,teachers should set up correct concept of honor,improve teachers’ career development plan,and actively communicate to create a good atmosphere.Through this study,it is expected to make up for the lack of research on non-monetary incentives for public rural school teachers,expand the research object of non-monetary incentives,and have certain reference value for the improvement of rural school teachers’ enthusiasm,and provide the direction for similar schools to learn from.