Study On The Access Mechanism Of Primary And Secondary School Teachers In Ethnic Areas

Education in ethnic areas has always been highly valued by the state.However,due to the shortcomings in the economy,regional differences,and ethnic differences,there is a problem with teachers' admittance mechanisms that cannot be recruited or stayed.Although there is research in this field in the academic circles,there is a lack of research on the access mechanism of teachers in ethnic areas.Based on this,the author selected a typical ethnic county-Badong County as the research object,through the investigation to find out the causes of problems and problems,and put forward feasible suggestions.There are three main reasons why the study participants selected Badong County: First,the number of ethnic minorities in Badong County accounts for more than 50% of the total number of people.It has the characteristics of “old,young,marginal,and poor” in many ethnic areas of the country.Second,the development of basic education in Badong County is facing difficulty in the recruitment of teachers and the difficulty in making teaching work more difficult due to lack of people.It is imperative to establish a dynamic replenishment and reserve mechanism for teachers in primary and secondary schools;The study of the problems and causes of the admission mechanism for middle and primary school teachers in Badong County is of great significance to optimizing the access mechanism for primary and secondary school teachers throughout the ethnic minority areas.The existing problems and reasons for the admission mechanism for primary and secondary school teachers in Badong County are specifically reflected in the fact that recruiters have more restrictive conditions for non-training students than normal students,and non-teachers have difficulty in entering;they learn about the local through dialogues with new teachers in Badong County.Low wages and poor housing conditions make it difficult to recruit highly educated teachers;current unscientific standards for teacher preparation,and the phenomenon of non-engagement in posts often occur,severely impeding the preparation of a benign cycle for teachers;the teacher qualification system does not consider regional differences.It is difficult for ethnic areas to attract talents and retain talents.By revealing the problems existing in the access mechanism of teachers in primary and secondary schools in Badong County and the causes behind these problems,we have considered effective strategies for improvement in the entire ethnic minority region,namely,optimizing the policy environment,strengthening teacher education bases in ethnic regions,promoting teachers' development,and expanding primary and secondary school teachers in ethnic areas.