【摘要】：我國幅員遼闊,地域發(fā)展很不平衡。城市優(yōu)秀教師富集而農(nóng)村教師缺乏的現(xiàn)象,折射出我國教育發(fā)展的不均衡,影響了教育的公平發(fā)展,通過農(nóng)村義務(wù)教育學(xué)校實(shí)施績效工資制是解決這一現(xiàn)象的必然選擇。本文在總結(jié)已有的研究的基礎(chǔ)上,對(duì)農(nóng)村義務(wù)教育學(xué)校教師實(shí)施績效工資的問題做實(shí)證研究,真實(shí)呈現(xiàn)農(nóng)村地區(qū)義務(wù)教育學(xué)�？冃ЧべY制度改革中出現(xiàn)的問題,針對(duì)這些問題提出建設(shè)性的意見和對(duì)策是本文研究的最終目的。 首先,通過對(duì)重慶市某縣農(nóng)村義務(wù)教育學(xué)校教師績效工資實(shí)施中,教師對(duì)績效工資改革支持的力度、教師對(duì)績效工資改革內(nèi)容的了解程度、工資增加量、工資發(fā)放形式、績效考核程序、績效考核標(biāo)準(zhǔn)、教師公平感、反饋機(jī)制、績效工資激勵(lì)性等多維度的內(nèi)容,做了系統(tǒng)的調(diào)查訪問以圖真實(shí)展現(xiàn)我國農(nóng)村義務(wù)教育學(xué)校教師績效工資實(shí)施中的現(xiàn)狀與問題,并對(duì)調(diào)查內(nèi)容和獲得數(shù)據(jù)做科學(xué)分析,得出并呈現(xiàn)統(tǒng)計(jì)結(jié)果。 其次,農(nóng)村義務(wù)教育學(xué)�？冃ЧべY實(shí)施中存在以下多方面問題：農(nóng)村教師大多對(duì)績效工資改革內(nèi)容了解不夠清楚,關(guān)心程度不高；學(xué)校績效考核辦法和過程欠透明,學(xué)校沒有用明確、簡潔的方式讓老師了解考核辦法和過程,教師們一片茫然；獎(jiǎng)勵(lì)性績效激勵(lì)性不大,大多數(shù)老師表示只要不比人少太多就可以接受,不想追逐高績效,認(rèn)為高績效沒有吸引力；教師思想意識(shí)落后于工資制度改革,要改變這一現(xiàn)象需要長時(shí)間的努力,只要改變了農(nóng)村教師落后的思想意識(shí)才能保障工資制度改革的成功；農(nóng)村義務(wù)教育學(xué)校教師工資低于當(dāng)?shù)毓珓?wù)員工資,這一現(xiàn)象降低了很多教師對(duì)國家政策的信任度,新的績效工資制度也沒能解決這一難題,績效體制難于體現(xiàn)教育行業(yè)的特殊性,教育不等同于工廠加工產(chǎn)品,它有自己的特點(diǎn),教育是不好量化的,如果一味的把用于企業(yè)的績效工資制度用于學(xué)校,會(huì)讓教育丟失很多的東西。 再次,分析產(chǎn)生上述問題的主要原因有：一、績效工資制不能很好解決舊工資制度的弊端,即現(xiàn)行績效工資制由結(jié)構(gòu)工資而來,對(duì)舊工資制中按職稱評(píng)定等級(jí)劃分工資的弊端依然沒有解決。二、當(dāng)前對(duì)農(nóng)村義務(wù)教育學(xué)校教師績效工資制度的運(yùn)作尚處于摸索階段,即《意見》中,缺乏細(xì)則,各地方都摸索著制度了相應(yīng)的實(shí)施細(xì)則。三、地方財(cái)政、地方教育主管部門對(duì)此次改革調(diào)控能力差異大。四、國家公務(wù)員、城市義務(wù)教育學(xué)校教師收入并不與農(nóng)村義務(wù)教育學(xué)校教師收入對(duì)等。 最后,在進(jìn)一步了解分析了農(nóng)村義務(wù)教育學(xué)校教師績效工資實(shí)施中出現(xiàn)的問題和原因之后,基于對(duì)已有研究成果的借鑒,運(yùn)用交叉多學(xué)科理論提出若干對(duì)策,包括：一、農(nóng)村義務(wù)教育學(xué)校工資改革必須遵循的原則：注重內(nèi)部公平性、與績效相關(guān)性、激勵(lì)性、教師可承受性、政策靈活性、適應(yīng)性原則等。二、完善農(nóng)村義務(wù)教育學(xué)�？冃ЧべY制的具體對(duì)策：營造教師績效工資制文化氛圍,注重增強(qiáng)教師群體績效工資公平感；組建合格的評(píng)價(jià)隊(duì)伍,培訓(xùn)高素質(zhì)的領(lǐng)導(dǎo)班子；突出農(nóng)村績效工資“三性”,制度公平合理的教師績效算法；關(guān)注教師心理,突出績效工資階段性；著力克服績效工資實(shí)施中的負(fù)面影響,彰顯績效工資激勵(lì)性：完善相關(guān)反饋機(jī)制,推進(jìn)績效工資順利進(jìn)行。
[Abstract]:China has a vast territory and unbalanced regional development. The phenomenon of rich urban teachers and the lack of rural teachers reflects the imbalance in the development of education in China, which affects the fair development of education. The implementation of the performance wage system through rural compulsory education schools is an inevitable choice to solve this phenomenon. This article summarizes the foundation of the existing research. On the other hand, this paper makes an empirical study on the problem of implementing performance pay for teachers in rural compulsory education schools, and presents the problems in the reform of the performance wage system of compulsory education schools in rural areas. The final aim of this study is to put forward constructive suggestions and Countermeasures against these problems.
First, through the implementation of the performance wage of the compulsory education school teachers in a county of Chongqing, the teachers' support for the performance salary reform, the degree of teachers' understanding of the content of the performance salary reform, the increase of salary, the form of salary, the performance assessment procedure, the performance assessment standard, the teacher's fair sense, the feedback mechanism, and the incentive of performance wage. In order to show the status and problems in the implementation of the performance salary of rural compulsory education school teachers in our country, this paper makes a systematic investigation visit to show the current situation and problems in the implementation of the performance salary of rural compulsory education school teachers in our country, and makes a scientific analysis of the content and data obtained, and draws and presents the statistical results.
Secondly, there are many problems in the implementation of the performance salary of compulsory education schools in rural areas: most of the rural teachers are not clear enough about the content of the reform of performance and salary, the degree of concern is not high, the method and process of school performance assessment are not transparent, and the school does not use clear and concise way to let teachers understand the methods and process of assessment. At a loss, the incentive performance is not encouraging. Most teachers say that they can be accepted as long as they are not less than people, do not want to pursue high performance, think that high performance is not attractive; teachers' ideological consciousness is behind the reform of wage system, and it takes a long time to change this phenomenon, as long as it changes the backward ideology of rural teachers. It can guarantee the success of the reform of the wage system; the wages of the teachers in the rural compulsory education schools are lower than the local civil servants' wages. This phenomenon has reduced many teachers' trust in the national policy, and the new performance wage system has not solved this problem. The performance system is difficult to reflect the particularity of the education industry, and the education is not equal to the factory processing production. Product, it has its own characteristics, education is not easy to quantify, if blindly used for enterprise performance pay system in schools, will make education lose a lot of things.
Thirdly, the main reasons for the analysis of the above problems are as follows: first, the performance wage system can not solve the disadvantages of the old wage system, that is, the current performance wage system is from the structure wage, and the disadvantages of the salary in the old wage system are still not solved. Two, the current system of rural compulsory education teachers' performance wage system. The operation of the degree is still in the groping stage, that is, in the "opinion", there is a lack of detailed rules and regulations. Three, local finance, local education authorities have great differences in the ability to adjust and control the reform. Four, state civil servants, the income of teachers in urban compulsory education schools is not equal to the income of rural compulsory education school teachers.
Finally, after further understanding and analyzing the problems and reasons for the implementation of the performance wage of the rural compulsory education school teachers, based on the reference of the existing research results, some countermeasures are put forward using the cross disciplinary theory, including the following principles: first, the principles of wage reform in rural compulsory education schools must be followed: pay attention to internal fairness, and Performance relevance, incentive, teachers' affordability, policy flexibility, adaptability principles, etc. Two, improve the specific countermeasures of the performance wage system in rural compulsory education: create a cultural atmosphere for teachers' performance wage system, pay more attention to enhancing the sense of fairness in the performance wage of teachers, set up a qualified evaluation team, and train high-quality leading groups; The rural performance salary "three sex", the system fair and reasonable teacher performance algorithm; pay attention to the teacher's psychology, highlight the performance wage stage; focus on overcoming the negative impact of performance salary implementation, highlight the performance salary incentive: improve the relevant feedback mechanism, promote performance wage smoothly.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G522.3

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 程敏;我國義務(wù)教育階段教師績效工資制度問題研究[D];華中師范大學(xué);2012年

2 宋囡;銅陵市中小學(xué)教師績效工資制度研究[D];安徽大學(xué);2013年

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本文編號(hào)：2169335