特崗教師流動及流失意愿的影響因素分析——基于云南省的調(diào)查
發(fā)布時間：2018-07-22 20:02
【摘要】：調(diào)查顯示,云南省有90.7%的特崗教師有流動(調(diào)動)及流失(改行)意愿。特崗教師流動及流失意愿的影響因素多樣,根本原因在于脫離本鄉(xiāng)本土、生存條件較差、專業(yè)支持匱乏。論文提出,為穩(wěn)定特崗教師隊伍,應(yīng)優(yōu)先招聘本地生源師資,并打通服務(wù)期滿后的跨縣調(diào)動渠道;崗位分配中加強人文關(guān)懷,考慮教師的婚戀狀態(tài)并保障基本生活條件;采用逆差序的待遇補償機制,提高偏遠艱苦崗位特崗教師的補助標準;統(tǒng)籌制定特崗教師專業(yè)發(fā)展支持系統(tǒng),為特崗教師提供專業(yè)支持;加強鄉(xiāng)村學校內(nèi)部治理,鼓勵特崗教師安心從教。
[Abstract]:The survey shows that 90.7% of special teachers in Yunnan province have mobility (transfer) and loss (change of profession) intention. The influencing factors of mobility and loss intention of teachers in special post are various, the fundamental reason is that they leave their native land, have poor living conditions and lack professional support. The paper puts forward that in order to stabilize the contingent of special post teachers, priority should be given to recruiting teachers from local students, and opening the channels of transcounty transfer after the expiration of service period, strengthening humanistic care in post assignment, considering teachers' marriage and love state and guaranteeing basic living conditions; Adopt the compensation mechanism of deficit order to improve the subsidy standard for teachers in remote and difficult posts; coordinate and formulate the professional development support system for special post teachers, provide professional support for special post teachers; strengthen the internal governance of rural schools. Teachers are encouraged to teach at ease.
【作者單位】： 云南師范大學教育科學與管理學院;
【基金】：國家社科基金年度一般項目“西南邊疆民族地區(qū)‘留得住、教得好’的鄉(xiāng)村教師隊伍建設(shè)研究”(批準號:16BMZ062)
【分類號】：G525.1
本文編號：2138412
[Abstract]:The survey shows that 90.7% of special teachers in Yunnan province have mobility (transfer) and loss (change of profession) intention. The influencing factors of mobility and loss intention of teachers in special post are various, the fundamental reason is that they leave their native land, have poor living conditions and lack professional support. The paper puts forward that in order to stabilize the contingent of special post teachers, priority should be given to recruiting teachers from local students, and opening the channels of transcounty transfer after the expiration of service period, strengthening humanistic care in post assignment, considering teachers' marriage and love state and guaranteeing basic living conditions; Adopt the compensation mechanism of deficit order to improve the subsidy standard for teachers in remote and difficult posts; coordinate and formulate the professional development support system for special post teachers, provide professional support for special post teachers; strengthen the internal governance of rural schools. Teachers are encouraged to teach at ease.
【作者單位】： 云南師范大學教育科學與管理學院;
【基金】：國家社科基金年度一般項目“西南邊疆民族地區(qū)‘留得住、教得好’的鄉(xiāng)村教師隊伍建設(shè)研究”(批準號:16BMZ062)
【分類號】：G525.1
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