Research On Current State,Cause And Countermeasure Of Temporary Teachers In The Northwest Minority Area

To construct high-qualified teaching force is the fundamental guarantee to the development of education. At present, in Chinese rural areas, there are lots of temporary teachers, and the improvement of their state of life, of their overall quality is directly related to the development of basic education of the rural areas. This study, took the temporary teachers in Jishishan County of Linxia in Gansu province as cases data, and adopted the self-made questionnaires to investigate the teachers (including government-assigned teachers and temporary teachers) on primary and secondary school of the county, and took back 1,659 effective questionnaires. This study selected 40 temporary teachers to have deep interviews. Based on description of present situation of the distributing situation, business situation, economic treatment, social status, and occupational satisfaction of temporary teachers, and in comparison to the government-assigned teachers' working level, working intensity, economic status and occupational satisfaction and so on, this study reflects the present situation of temporary teachers of the county truly and objectively, and at this basis analyze the emerging and existing reasons of temporary teachers of the county, and explore strategies of reasonable solution of questions of temporary teachers of the county.The results show:1. There is a large number of temporary teachers in this couty, widely distributed;2. Temporary teachers trend in the younger age; And compared to the government-assigned teachers, there is a significant proportion of female teachers;3. Their academic qualifications are mainly professional college education level, and their first and highest academic qualifications basically have no difference with the government-assigned teachers;4. Their professional titles have irrational structure, for the majority of Temporary teachers have no classified titles; The proportion of accessing titles is low. The majority of Temporary teachers can be capable of the work, but there are still some middle-aged and elderly teachers lacking of expertise, and lacking of power to continuing education, feeling helpless of continuing education.5. For the lower economic treatment, they are seen by discrimination, living in the bottom of the social ladder, and resulting in a serious inferiority heart;6. Hard work intensity and too much classes, performing multiple roles, their workload is much larger than government-assigned teachers; Though heavy burden, and the enormous pressure, the majority are satisfied with this career.7. They have strong senses of responsibility and dedications to the business of rural education. Their present greatest wishes are "government-assigned."This thesis also proposes specific measures of discussing ways of tackling problems of temporary schools teachers in poverty rural areas, including:1. To change concepts and establish a scientific concept of development, increase education input, and improve the organization of the rural teachers.2. To have special preferential policies to the teachers of verge of poor areas; To encourage college students and urban teachers to the rural areas to support education.3. According to the specific conditions of temporary teachers of this county, to transfer, resign, and gradually to solve the issue of temporary teachers.4. Improve the economic treatment of temporary teachers who is in job.