Compulsory Education Teacher Flow Problems Of Poverty-stricken Counties In Guangdong Province

Long-term goal, based on education; Measure of education, teacher-centered,Practice has proved that at all times and talent management, rational and orderlyflow of the stage of compulsory education teachers can promote the rationalallocation of resources of the regional teachers, can contribute to the collision ofteaching philosophy, educational exchange of ideas, stimulate the vitality andcreativity of the teachers of a school, enhance the quality of education. But this doesnot mean teachers can blind flow. Since the reform and opening up, China’s brilliantachievements in the economic field, while in the field of education, especially incompulsory education field, appear giving priority to efficiency unfair, unbalanceddevelopment of urban and rural areas, regional education. Poverty-stricken areas andethnic areas of education underdeveloped, excellent weak rural school’s key teachersflow into urban areas and other places. Which causes the education gap betweenrural and urban schools region grows larger and larger. Although in recent years,China’s investment in the construction of rural teachers has intensified, the loss ofcompulsory education teachers in poor areas is large. Overall weak status quo havenot changed fundamentally.In this paper, Qingxin,one of the poverty-stricken counties in GuangdongProvince, as an example of the flow of the status quo of compulsory educationteachers. With the substantial assistance of the Department of Education departmentsand county primary and secondary schools in Qingxin, through questionnaires,interviews and analysis of relevant statistical data, summed up the turnover ofteachers of compulsory education in poverty-stricken counties and individual flowsituation become more obvious. That is the teachers “one-way flow” from the ruralweak schools and mountainous areas to the county, from the county to the city center,from disadvantaged areas of the economy to the wealthy developed regions (PRD),from the ordinary or even a weak school to high quality model schools; young andmiddle-aged male, and most of the backbone of the subject teaching teachers flow as the main. By analyzing, we found that The factors which affect the turnover ofteachers are social environmental factors, personal factors and organizational.One-way flow of compulsory education teachers in poverty-stricken countiesproduce different effects to social, outflow and inflow of schools and individualteachers.This paper, Drawing on the basis of the results of the domestic and internationalteacher mobility and Construction, Combining with the author’s rural educationwork experience, proposes to speed up the construction of relevant laws andregulations to protect teachers to flow orderly; to improve the treatment and socialstatus of teachers; to improve the regional school management level, to narrow thegap between schools; to strengthen the moral construction and cultivate the feelingsof teachers’ professional; to learn the advanced teachers flow experience of theUnited States and Japan, and so on, which can build the establishment of the flowmechanism of compulsory education in poverty-stricken counties in GuangdongProvince. Try to provide some strategies and approaches to practice proposal forcompulsory education in poverty-stricken counties in Guangdong Province, forteacher administrators and educational administrative departments.