A Quantitative Study On Compulsory Education Teachers’ Balanced Allocation Against The Background Of Balancing Urban And Rural Development

A balanced development of the Compulsory Education system in rural versus urban regions is key to the overall improvement and maintenance of educational quality in the nation, as well as fairness and social justice for teachers and students alike. This is a vital requirement in ensuring a modern future for China’s education system and its associated goals. Balanced development requires the proper allocation of educational resources, as well as teacher resources. These are core components, and necessary to an advancing, growing system. Teacher configuration is another important link toward balanced development. In 2008, Chongqing became a national rural education reform test area, a region including large cities and rural areas. This led to the realization that huge gaps existed between advanced urban areas and neglected rural regions. Hence, the research of the Chongqing urban / rural educational reform test project is vital in pointing the direction toward a balanced development of the nation’s Compulsory Education system.This paper, Based on the methods of literature, investigating and statistic analysis, finished the following aspects: First, defining the core concepts of “balancing urban and rural development” and“teachers’ balanced allocation” by sorting out the literature, and illustrating the relevant underlying theories. Second, using recent academic literature research and other relevant data, constructs a model consisting of four first-level norms and seven secondary-level norms. The results of these norms will reflect whether or not the configuration of teachers is reasonable. Third, collecting and sorting the data of the various indicators by investigating and surveying, with the statistical analysis data of educational business and education funds in Chongqing, and adopting ratios of rural to urban,range, standard deviation, extreme data rate, variation coefficients and the Gini coefficients to measure the degree of equilibrium between regions and schools. Fourth, According to the results of statistical analysis, we can conclude the effects and problems of compulsory education teachers’ balanced allocation, explore the reason and propose several suggestions.Then, according to the resulting calculations of the equilibrium index, we can draw thefollowing conclusions: Chongqing has experienced urban and rural education reform since 2008, and after seven years, the teacher resource ratios of urban versus rural have seen remarkable results in the regional configuration. For example: 1) In terms of the quantity of the teachers, the gap between urban and rural has decreased, and county & district student-faculty ratios have reached an absolute equilibrium level. 2) The gap between urban and rural academic achievements by faculty during the phase of Compulsory Education has seen a favourable decrease, and the average of faculty-per-students attainments has achieved an absolute equilibrium level. 3) In terms of the number of high-grade teachers-per-students ratios in primary schools, the gap between county and district has decreased. 4) In terms of the faculty’s mean monthly salary during the compulsory education stage, the gap between urban and rural has witnessed a decrease and reached the absolute equilibrium level. However, some problems remain. First, the disparity in the distribution ratios of high grades teachers to Junior Middle Schools in county versus district has become much larger;next, teachers’ average age gap has increased during the Compulsory Education stage favouring subjects such as art, music, physical education, and English; furthermore, during the Compulsory Education stage, the disparity between urban and rural budget funding for teacher training has increased, with less funds directed toward the rural areas; finally, the average monthly teacher salary level in rural regions is low, while in urban areas salaries remain high.By consulting relevant documents and research and interviewing relevant persons, our group concluded that these problems originate from an imbalance in regional economic development,which stems from misleading key school policy directives, the dislocation of teachers, and a lack of proper teacher training policies.In conclusion, there are several suggestions we put forward. First, to cultivate teacher specialization in one field while still possessing all-round knowledge and the ability to alleviate structural teacher vacancies; to promote a two-way flow system for teachers in order to optimize the regional institutional distribution of teachers; to enhance the national investment in educational recruitment and reward to improve the quality of faculty in rural areas; to construct a structural system of teacher grants and to promote better treatment of teachers in remote regions, especially in regard to salaries, training, and social support.This paper is aimed at researching the teachers’ balanced allocation. Given priority to quantitative analysis with the combination of quantitative and qualitative analysis, it studies the various indicators of the teachers’ balanced allocation comprehensively and deeply. Currently, the study of measuring the teachers configuration equilibrium degree with the ‘Gini’ coefficients is poorly, therefore, this study attempts to explore in this regard. In addition, due to the difficulty of data collection, this study also has some shortcomings. It is hope to collect more comprehensive data,and to further discussion in the future.