Research On The Problems Of Teachers’ Professional Title Evaluation In Rural Primary Schools In Hunan Province And Its Improvement Countermeasures

The evaluation of professional titles of primary and secondary school teachers is the recognition of teachers’ ideological morality,knowledge level,professional ability,performance etc.It represents the professional and technical ability of teachers.While affirming the social status of teachers,it also affects the income of teachers.The evaluation of professional titles can stimulate the enthusiasm of rural teachers which affects the improvement of the quality of rural basic education that is conducive to further narrowing the gap between urban and rural educationand maintaining education equity.What’s more,it has a positive reality significance for the implementation of the rural revitalization strategy proposed in the report of the 19th National Congress of the Communist Party of China.The study is based on questionnaires and interviews.First,this research takes the District J in Y City,Hunan Province as an example,through investigating the basic information of rural primary school teachers and the status quo of professional title evaluation of them.To a certain extent,the evaluation of professional titles of rural teachers has been effectively promoted,but there are also problems that rural teachers cannot fully understand the evaluation policy of professional titles,some rural teachers are difficult to meet the evaluation standards for professional titles,their willingness to evaluate professional titles is not strong,and front-line teachers have less opportunity to evaluate professional titles than administrative staff.Secondly,based on the investigation to analyze the causes,there are many reasons for these problems.They are mainly manifested as inadequate policy publicity,poor implementation of the postemployment management,one-side evaluation standards,weak incentive effect of professional title evaluation policies,and relatively insufficient personal ability of rural teachers.Finally,countermeasures of the improvement are put forward according to the status quo of teachers’ professional title evaluation in rural primary schools.A two-pronged approach should be taken from the level of policy formulation and policy implementation.Specifically,in policy formulation,it is necessary to strengthen the evaluation orientation of teachers’ morality and education,refine quantitative evaluation indicators,be weighted towards the grassroots,and establish a separate evaluation mechanism for administrative and teaching titles,improve rural teachers’ professional title evaluation and post management mechanism.In terms of policy implementation,it is necessary to do well in the policy publicity and strengthen post-employment management of teachers.At the same time guiding and serving for young teachers’ in rural areas career planning is also indispensable.Only by the joint efforts of various parties can wefull play the real effectiveness of the evaluation in primary and secondary teachers’ professional titles.