Problems Rised From The Implementation Of "Teachers’Ordered Mobility" In TL City And Its Solutions

The balanced development of education,which can help to achieve educational fairness,is being challenged both by the individual want of superior teachers and the expectation for balanced education that comes from social improvement.To achieve this goal,implementing ordered mobility of teachers on a large scale within areas is necessary considered the current situation of Chinese schools’ education and its development tendency.In this sequence of thought,exploring problems that may arise during this process especially by analysing territorial cases from real circumstances and putting forward some suggestions and solutions to facilitate its efficiency is significant both theoretically and practically.In view of this, by investigating a case in implementation of teachers’ordered mobility in TL city——a prefecture-level city, this paper is going to answer the following questions:What are the problems in the implementation of teachers’ordered mobility in TL city? And what are the aspects of these problems?What are the causes?Is it the problem of policy,or the implementation process,or supporting measures?To promote the efficiency of teachers’ordered mobility,what pertinent measures and strategies are needed to solve these problems?The paper is oriented on empirical study,and survey is the main method.The study choose19middle schools that directly subordinate to Education Bureau as the subjects.Collecting the first hand information that reflecting the situation of implementing teachers’ ordered mobility in TL city by interviewing some leaders and teachers from government and schools. At the same time,the study also questionnaired all the mobile teachers and200non-mobile.The study of this paper reveals the following problems in the implementation of teachers’ ordered mobility in TL city:Firstly,the policy of mobility is unclear:the choose of floating personnel doesn’t based on the teachers balanced development between city and suburb;The arrangeme nt of mobile time also can’t improve teachers’professional and schools’teac hing quality; the mobile proportion is not good for the balance of teachers between city and suburb.Secondly,the implementation of the policy is more like formalism:unclear understanding,having no exact purpose;becoming a mere formality;lacking governing.Thirdly,poor ensuring:the reward is a formality; lacking materials.There are many reasons on different levels that caused these problems:First,the policy:less investigation has been done on the current situation of teachers’quality; research of theory and practice on the ordered mobility is not enough.Second,the implementation:the propaganda is poor competition exists among groups; lacking scientific evaluating system.Third,insurance:lacking fund;the regulation itself has some problems.Therefore,the paper puts forward some solutions and suggestions to promote the efficiency of teachers’ordered mobility:Firstly,Perfect the policy,create a practical mode of ordered mobility.Based on educational facts of TL city,there are two steps to be followed.First: establish an educational group by combining all sorts of schools on different levels,in which teachers can mobile orderly and improve the quality of weak schools in three years;Second:achieve the balanced development of education in TL city by establis hing effective mobile system.Secondly,Improve the schools’and teachers’awareness of ordered mobility by a more powerful propaganda.Thirdly,Bring the educational function of supervision into play by establishing effective evaluating system.Setting down specific guidelines scientifically,and achie ving a diversity of checking subject;Facilitating scientifically evaluating;Apply the outcome appropriately.Fourthly,Ensure the effective implementation of ordered mobility by establishing some relative guarantees establish different ensuring measures according to different mobile modes;compensating the teachers outside the ordered mobility economically.