Comparative Research On Teacher-flow Mechanism Between Urban And Rural Areals In Mid-Eastern China

For the new century, with the education requirement keeping on developing, education equity has become a serious problem today and balanced development of education especially basic education has received highly attention from the government. Nowadays, the unbalanced development of education especially compulsory education displays not only on areas to areas, schools to schools and groups to groups, but also on urban and rural areas. It is the key factor to insure the balanced development of teaching staff for promoting balanced development of education between urban and rural areas; moreover, it is an essential strategy to make teachers flow properly between cities and countryside. In fact, teacher-flow in practice didn't attain to the aim. There are many reasons, and they are various in the context of sharp difference for education among various areas. So it should be priority to find out these reasons and propose suitable answers.Based on the literature analysis, the study takes YangQuan of ShanXi province and TaiZhou of Zhejiang province for instance. It analyzed the teacher-flow mechanism of urban-rural areas between eastern and central China by comparison. Based on the different situation, it put out more suitable countermeasures for teacher-flow in centre and eastern areas in china from the view of policy, mechanism and administration; it has also offered some ideas about how to construct and perfect the teacher-flow mechanism between cities and countryside as follows: Strengthen macro-control and construct the market—based teacher-flow mechanism guided by the government; deepen the reform of teacher management mechanism and build the guarantee mechanism for teacher-flow; fulfill the policy mechanism for rural and urban teachers according to the difference of areas; increase the transfer payments from the central government and reinforce teaching staff building of rural areas of midlands. Based on these, this thesis aims to seek after a practice model for teacher-flow mechanism which can suit for the local economic and society both in urban and rural areas, and to construct an three layer policy mechanism, including central government, local governments, schools and teachers.