A Study On Adequacy Of Rural Teacher's Compensation In Of Compulsory Education

Education financial study shows: teacher compensation occupies the biggest part of the total education expense. In the context of China rural compulsory education, material investment mechanism of rural education runs more and more efficiently. Thus it is the time to study problems of rural teachers' compensation, and the significance of this study is in it.Of all problems of rural teachers' compensation, adequacy is the uncontrovertibly minimum for teachers to live and work. Based on teacher compensation policy and questionnaires, by the perspectives of compensation level, family income and expense structure and the salary expectation of the rural teacher, this paper discussed the adequacy of rural teachers' compensation. Statistics and information from interview show that: at the present, teachers' compensation is not up to the standard of adequacy.First, the institutional arrangement and the real income of rural teacher have a big difference. Second, rural teachers' average compensation level is lower than their counterparts in urban area and the civil servant. Third, family budget is tight; their family can hardly to make the end meets .In the end, the expectation of compensation is far from the reality. These dimensions show that the present compensation level is not adequate.Furthermore, this thesis paper analysis low compensation level's impacts upon the rural teachers. It shows that lower compensation level has passive impact: teachers' professional identity is not very good; they are eager to be trained, however, concerning the training costs, they are unwillingly to do this which hindered their professional development; lacking of necessary funds, rural schools cannot stimulate teachers to work harder.Then the author comes to analyze some reasons of low compensation level. These reasons are: educational investment between governments of different level is not very clear; on one hand, the county government can hardly bear local total education investment; on the other hand, the upper governments do not fully shoulder educational investment responsibility they could take. Accordingly, some counter measurements are put forward.