Research On The Career Ladder Program Of Middle School Teachers

Since 1986, the employment system of professions has been put into effect to ensure the management of professional and technical personnel. And the specific policy towards the middle school teachers is " The Trial Regulations on The Profession of Middle School Teachers". In accordance with the reality, specific measures had been made and thus the systematic career ladder policy had been formed. The career ladder program of middle school teachers described the career ladder, responsibility and assessment of teachers with the core of promotion. Promotion, in the career ladder program, means teacher promotion. In other words, promotion is the growth of teachers in their major and increase of capability and performance in their tasks. From the above discussion, it's easy to see that here promotion is totally different from the climbing in the administration post. Through the promotion policy, the Educational Administrations hope that teachers' enthusiasm and creativity can be brought into play and their speciality and capability can be increased.In the process of 20 years, especially at the beginning of the implementation of the policy, the promotion policy made great contribution to increase the teachers' status and enthusiasm. However, with the time passing by, both the policy and the components of teachers have experienced changes, thus many problems emerged. Nowadays, complains can be heard from teachers, headmasters and educational administrators. However, researches about these problems haven't been conducted thoroughly, such as how many contradictions are there in the implementation of the policy? Are they common problems or just complaints from several individuals? As a result, this paper aims to reveal the following facts from the aspect of policy assessment and demonstration: whether the promotion policy is still effective? Does it stimulate the enthusiasm of most teachers or hinder their professional development? If the policy is not proper in some way, what are the representations?Chapter 1 mainly deals with the motivation of the research, that is, the contradiction exists in the implementation of the promotion policy of middle school teachers. The objective, contents and methodology are also introduced in this chapter. Chapter 2 is document review, which introduces the history of Chinese teacher promotion policy, the production of the relevant researches and the main problems discussed in those papers. Besides, the system, measures and features of the teacher promotion policy in Singapore and some states of America have also been introduced. Through reading the document review, I hope that the readers can grasp a better understanding of the background and historical problems of Chinese teacher promotion. Through the brief description of the teacher promotion in foreign countries, a new perspective to perfect that in our country is offered. Chapter 3 mainly deals with the survey. Firstly, I described briefly the core of teacher promotion policy in China, and then reveal the problems existing in the career promotion of middle school teachers through questionnaire and interview. The survey reflects the effect of career promotion on teachers' development and morale through six aspects. They are: motivation, criteria of assessment, key factor of promotion, the limit of functionary proportion, the equality of assessment of promotion and the implementation of separation of titles. The survey indicates that external power-oriented promotion of professional development leads to the deviation of the inner pursuit; Indicator is the key factor to determine the promotion; the limit of proportion exerts a negative impact on teachers, the limit of ratio can not promote equalization of distribution; the actual premise of education standards hinder the emergence of outstanding teachers; the distortion of assessment weakens the equality of promotion; Separation of engagement does not happen in actual implementation. The results of the survey show that the current secondary school teachers' promotions policies and their implementation are not accordance with the practical work. Many measures have not been recognized by most teachers. The guide also fails to achieve the objective of inspiring teachers. On the basis of empirical investigation, Chapter 4 analyses the reasons for the decreases of teacher promotion. This paper holds the view that " the arrangement of the current structure weakens the incentive functions." " non-professional standard interferes the professional evaluation." " the inversion of the main power of evaluation," and "the promotion weigh competition rather than cooperation, thus weakens the professional pursuit ". After that, chapter 4 offers suggestions to perfect job promotion from the perspectives of the structure of profession, the criteria for promotion, promotion concept and evaluation principals. The recommendations are: increasing carder ladder, changing the concept of "career promotion is equal to the increase of salary", perfecting the assessment criteria of career promotion.