A Study On Gender Equality Of Urban Primary School Teachers' Gender Imbalance

Nowadays,gender imbalance of the primary school teachers has become a global education phenomenon,and China is one of the typical countries which have this same problem, especially in her city primary school.In order to guarantee the scientific development of the education,the rationally use of the teacher resources,and the continuous supply of high-quality talents, we have to pay much more attention on teachers in the elementary education,and try to find out the essence of the gender imbalance and the relative resolutions which can be beneficial for the ecological gender balance of the male and female teachers.This paper,with the comprehensive application of quantitative and qualitative research methods,such as literature research,questionnaire investigation and interview method, present the basic condition of the primary school teachers in the city N,along with the results from social gender consciousness and professional identity survey among them.Then standing on the perspective of social gender,this paper try to use the relevant theories to analyze these research findings,to clarify the essential causes of the gender imbalance of the primary school teachers and finally put forward some meaningful ideas for problem solution.Research shows that the gender consciousness level of female teacher is higher than that of their male counterparts in the elementary school of city N,which specifically embodies in these aspects: male teachers have more inflexible concept of traditional gender roles;male teachers have deeper traditional social stereotypes about gender traits;male teachers have weaker sense of gender equality.In addition,although the group belonging sense of female primary school teachers is inferior to that of male teachers,the overall level of professional identity of female primary school teachers is higher than that of male teachers,which specifically embodies in these aspects:female teachers have more positive evaluation and understanding of teachers’ occupational values;female teachers have happier self-identity of their teacher roles;female teachers are more willing to sacrifice themselves for their teachers’ professional duties.And as for whole,the level of professional identity of primary school teachers in city N are not as what the researchers originally expected.In fact,a lot of elementary school teachers have the so-so satisfaction of their job,or even a few teachers are dissatisfied or very dissatisfied with their work.On the surface,the factors that influence the level of professional identity of primary school teachers can be summed up as follows:poor salary,heavy work pressure,and various social misunderstanding.However, why are elementary school teachers’ income and other welfare so low?Why does primary school teachers complain too much pressure on this job?Why there are so many misunderstandings from society for primary school teacher occupation?why are there so many female teachers and few men teachers in primary schools and how does this kind of gender structure have formed and continued?Hence, based on the theory of social gender,this study deeply discusses ins and outs of the gender imbalance among the city primary school teachers,with the profound reflection of confusing questions:"Should the superfluous female teachers take the responsibility for the sissy boys?","What kind of teachers does the primary school education need?"and "why are the gender imbalance of elementary school teacher more serious in the city than in the country?"The study finally found that the power of the social gender system.the negative impact of traditional gender role culture,the reality of occupational gender segregation in the elementary school and public stereotypes for elementary school teachers’ professional field,are the key reasons of gender imbalance.Then this paper, in view of the above research discoveries and reflection, puts forward some productive ways to cope with this gender imbalance problem of teachers in the city primary school from three perspectives,including system supports,practical behaviors,and individual effects.