特岗教师流动及流失意愿的影响因素分析——基于云南省的调查
发布时间：2018-07-22 20:02
【摘要】：调查显示,云南省有90.7%的特岗教师有流动(调动)及流失(改行)意愿。特岗教师流动及流失意愿的影响因素多样,根本原因在于脱离本乡本土、生存条件较差、专业支持匮乏。论文提出,为稳定特岗教师队伍,应优先招聘本地生源师资,并打通服务期满后的跨县调动渠道;岗位分配中加强人文关怀,考虑教师的婚恋状态并保障基本生活条件;采用逆差序的待遇补偿机制,提高偏远艰苦岗位特岗教师的补助标准;统筹制定特岗教师专业发展支持系统,为特岗教师提供专业支持;加强乡村学校内部治理,鼓励特岗教师安心从教。
[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.
【作者单位】： 云南师范大学教育科学与管理学院;
【基金】：国家社科基金年度一般项目“西南边疆民族地区‘留得住、教得好’的乡村教师队伍建设研究”(批准号:16BMZ062)
【分类号】：G525.1
本文编号：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.
【作者单位】： 云南师范大学教育科学与管理学院;
【基金】：国家社科基金年度一般项目“西南边疆民族地区‘留得住、教得好’的乡村教师队伍建设研究”(批准号:16BMZ062)
【分类号】：G525.1
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