Text/Yangcheng Evening News commentator Sun Ziqing
Recently, the Ministry of Education released the key points of work in 2022, which proposes to strengthen the guarantee of the salary income of compulsory education teachers and ensure that the average salary income level of compulsory education teachers is not lower than the average salary level of local civil servants. Specific to Guangzhou, the "14th Five-Year Plan for the Construction of the Primary and Secondary School Teacher Team in Guangzhou" recently proposed that the average salary income level of primary and secondary school teachers should be implemented "two not less than or higher".
However, the reporter learned that there are currently three forms of teacher employment in Guangzhou: teachers (in the staff), non-staff hire (government employee system), and temporary hire (substitute) teachers, the latter two are non-staff teachers. There are differences in treatment between the staff and the non-staff, and the mobility of non-staff teachers is high. (February 10, Yangcheng Evening News)
In many people's concepts, having a staff is an "iron rice bowl", and without a staff is like a "temporary worker". Especially for people who pursue job stability, the "preparation" of the teacher is a very critical factor. However, the gap between the control of teacher staffing and the increase in student demand for teachers needs to be filled by "outside the staffing" of teachers.
According to the data, as of December 2020, there were 13,581 non-staff teachers in public primary and secondary schools in Guangzhou, accounting for 16.24% of the total number of teachers and staff in public primary and secondary schools. Especially in areas where the population has grown rapidly in recent years, but the original educational base is weak, the proportion of non-staff teachers is higher.
The push-pull force generated by the different forms of teacher employment may produce teacher mobility in two directions:
First, non-staff teachers enter the establishment through the method of "examination and compilation", and teachers flow from the district with tighter staffing to the district with looser staffing. In some schools, there may not be a few teachers in the entire grade, and every time there is an "examination" examination, almost all the teachers of the whole year will participate, and a considerable number of teachers leave every year because they are admitted to the establishment.
Second, it flows from areas with relatively low treatment to areas with relatively high treatment. Because the salary level of hired teachers depends on the local financial strength, the difference in salary and treatment between different districts will form a natural push and pull force, attracting teachers to move to places with better financial conditions and higher salaries and benefits.
From the perspective of individual teachers, where to find employment is a free choice for career development. However, from the perspective of the development of education, too frequent teacher turnover will not be conducive to the growth of students. Every teacher needs to have a run-in period with the class and students, and frequent teacher changes will greatly increase the time of running-in, which may make students confused.
In addition, the frequent turnover of teachers will weaken teachers' sense of belonging to the school. If a considerable number of primary and secondary school teachers "go with their hearts" and focus their main energy on preparing for the exams instead of preparing for the lessons and changing the homework, this is obviously not conducive to the cultivation of students.
It should be noted that such teacher mobility is different from the "top-down" teacher rotation promoted by the education authorities. Teacher rotation is an orderly flow of teachers on the basis of coordinating educational resources, and the result is a balanced allocation of educational resources. The flow of teachers based on individual choice shows a disorderly trend on the macroscopic level, and the possible result is the Matthew effect of "the stronger the stronger, the weaker the weaker".
In the context of the reform of public institutions, the concept of "establishment" will become more and more vague, and the employment system may become a more common form of employment. In the future, the number of "out-of-staff" teachers in primary and secondary schools may continue to increase. Since "non-staffing" teachers are inevitable, how to weaken the barriers of "establishment" and "non-staffing" will be the main way to solve the problem.
The first thing to solve is the identity problem. The "identity difference" between inside and outside the compilation may make non-editor teachers feel like "second-class citizens". This requires schools and education authorities to dilute the concept of staffing in the whole process of recruitment and employment, and "treat teachers inside and outside the staff equally". For example, in the recruitment of teachers, the method of unified recruitment and unified scoring is adopted.
The second thing to solve is the problem of treatment. This requires the implementation of the "equal pay for equal work" between teachers on staff and teachers on the staff, so as to avoid the difference in salary due to "establishment"; in terms of stability, the same professional security for "non-staff" teachers; in terms of identity and promotion channels, equal opportunities are given to teachers in staff and non-staff, and the gap between the two is gradually eliminated.
Source | Yangcheng Evening News Yangcheng Pie
Editor-in-charge | Fu Mingtu Jiang Xueyuan