Research On Teacher Stratification Between Urban And Rural Of Compulsory Education

Comprehensively improve the quality and orderly promote the balanced development of compulsory education are the strategic task of the State over the next decade,and teachers are the key factors in achieving this goal. Currently, there are significant gaps in economic status, professional standards and professional attraction of teachers in compulsory education between urban and rural areas, which affect the balanced allocation of teacher resources, and then affecting achieve the goal that is compulsory education balanced development. In order to change the imbalance status, There is necessary to in-depth investigate the social structures of teacher in compulsory education, analyze the formation of the external conditions and internal mechanism, and build the complete institutional system.The paper is general consisted by theory research, empirical research and policy analysis. This study analyzed the economic status, social status and professional status of the teacher group in compulsory education on the basis of stratification theory and concluded that it existed stratification within teachers when would the teacher group as a micro-society. In addition, the research proved it exist stratification and dual labor market within the teachers supported by empirical research, and last, we built targeted and practical institutional system to narrow the gaps which exist in the economic status, social status and professional status of teachers between urban and rural areas based on the analysis of formation mechanism about stratification.By the 202 questionnaires of teachers and 67 questionnaires of mass and 5 interviews with teachers from the provincial capital city, prefecture-level city, county-level city, towns as well as villages of J province, the research empirical analyzed the economic status, social status and professional status of teachers in compulsory education by quantitative and qualitative analysis.It verified the existence of stratification within the teachers, which social structure is the capital city teachers, prefecture-level city teachers, county-level cities teachers, towns and village teachers showed echelon downward trend in terms of social status and professional status, and five-level teachers showed polarization characteristics in the economic status. Then, we further analyzed the external characteristics, the mechanism of wage determination and mobility barriers of five-level teachers, and found that there are dual labor market within teachers, which are the primary sector that is composed by the capital city, and prefecture-level city teachers, and secondary sector that is composed by county-level city, towns and villages teachers.The formation of dual labor market within teachers and its impact on the stratification between urban and rural teachers is a long process. It is mainly divided into three phases; the first period is from the early days to 1978, it formed preliminary stratification between urban and rural areas within the teacher and caused the slightly differences between the provincial capital city teachers, prefecture-level city teachers,county-level city teachers, towns and villages teachers in the economic status, social status and professional status.The second phase is from1978 to 2003, the social structure within teachers showed significant down-echelon distribution in the economic status, social status and professional status between five-levels. The third stage is from 2003 to the present, it showed the trend of polarization in the economic status, and decreased echelon distribution in the social status and professional status.In order to build the teacher labor market of urban-rural integration needs to establish the comprehensive system which have the characteristics of liquid, competitive, coordination and normative. The institutional system contains supportive system and development system on the basis principle of unified planning, positive differences and fair competition. Supportive system which is protective standards and guidelines to ensure equitable distribution, two-way flow, and professional competence full development of teacher resources between urban and rural, it included establishment system, wage system, housing and medical care system and promotion system for teachers. Development system which is developmental norms and standards to promote stable recruitment, comprehensively improve the quality, professional competence full development, and orderly exit of teachers between urban and rural areas, it included recruitment system, training system, evaluation system, flow system and exit system. These systems complement each other, mutually reinforcing, and constitute an organism, finally ultimately promote the rational distribution of teachers.