Research On Balanced Distribution Of Teachers Across Schools Under The Grouping Of Compulsory Education

Implementing balanced development of compulsory education is a necessary way for China to accelerate modernization of education and build a strong education nation.In order to provide satisfactory education and address issues such as school choice and district-based housing caused by uneven distribution of educational resources,China actively promotes the reform of group schooling for compulsory education.Studies have shown that teachers are the most important resource in group schooling,and through the secondary allocation of teacher resources,groups can fully utilize the radiation-driven effect of outstanding teachers,narrowing the gap between urban and rural areas and inter-school teacher teams during compulsory education.However,current events that promote teacher allocation in educational groups are limited by various factors.Educational groups have limited allocation rights and cannot allocate teachers evenly.The allocation process involves many interested parties who do not wish to equitably allocate teachers,and there are significant differences in the construction of the teaching team among member schools in the group,leading to an unbalanced state of teacher allocation.Translation: Based on relevant research on group schooling and the allocation of compulsory education teachers,this article extracts indicators such as student-teacher ratio,proportion of teachers with higher education degrees,and proportion of teachers with higher professional titles from X Education Group’s teacher allocation over the past five years,and analyzes the balance of the group’s teacher allocation from four aspects: quantity,quality,structure,and rotation and exchange.Through absolute and relative differences including mean,range,standard deviation,and coefficient of variation,we characterize the balance of the group’s teacher allocation.In addition to quantitative analysis,in-depth interviews are conducted with group leaders and teachers to gain a comprehensive understanding of the group’s teacher allocation process and results,and to identify the reasons for the imbalance in teacher allocation within the group.The analysis shows that X Education Group has achieved many positive results in the process of teacher allocation,including reducing inter-school disparities in the proportion of highly educated teachers and the number of annual average training opportunities for teachers with professional backgrounds,improving the overall quality of the teaching team.However,with the expansion of the group,there are significant inter-school differences in the proportion of in-service teachers,highly educated teachers,and teachers with higher professional titles,and these differences are still growing.Analysis of the data and interview materials reveals that factors such as the scale of the group’s expansion,the formation of the group,the integration of urban and rural teachers,and top-level design have constrained the balanced allocation of teachers.This article proposes suggestions for optimizing the balanced allocation of teachers within an education group and reducing the gap in teacher resources among member schools based on theories such as education equity theory,human resource allocation theory,and systems theory.Firstly,the relationship between the education administrative department and the education group should be clarified,and the thinking mode should be changed to improve the autonomy of the education group,optimize the formation of the group,and control the scale of the education group.Secondly,the education group should strengthen top-level design,understand the teacher resource needs of each member school,improve incentive and supervision mechanisms,and carry out targeted and scientific teacher resource allocation.Thirdly,the group’s organizational structure and management mode should be improved by establishing management institutions,adjusting organizational levels,and clarifying the boundaries of rights and obligations to improve the group’s management efficiency.Finally,internet technology and big data can be used for "smart" teacher resource allocation to reduce the gap in teacher resource allocation between urban and rural areas.These suggestions will help promote the balance of teacher resource allocation within the group and reduce differences in teacher resource quantity,quality,and structure among member schools.