Research On The Flow Of The Primary And Secondary School Teachers Within The County

In recent years, gaps are growing bigger between the urban and rural development,as for education, uneven configuration of faculty is a key factor of this unbalancedphenomenon of urban and rural education, teacher-flow is an important way to optimizethe resources distribution of teachers, has a significance to the realization of educationfairness. Therefore, this study is based on the research of the primary and secondaryschool teachers in counties of Gansu province, this paper will discuss the currentsituation of primary and secondary school teacher-flow in counties of Gansu provinceand figure out the root of teacher-flow, also to find the problems existed in theteacher-flow, so as to put forward rational suggestions.This research will mainly use qualitative research, assisting with quantitativeresearch methods. Qualitative research method is mainly used to explore teachers’ innerdeep reasons of flow, meanwhile the quantitative method is mainly used forunderstanding survey schools teachers present situation as well as the basic situation ofteacher-flow.We chose a large education county of Gansu province as our object ofresearch, and selected10different levels of schools from different levels of villages andtowns of this county, also which are in different levels of teaching quality, and thenchose6teachers from investigation schools as our interviewees, and selected4from the6teachers as our key objects, in addition, we interviewed these10headmaster andpersonnel of the county’s bureau of education.After analysis of the present situation and reason of teacher-flow in the county, thisresearch got five findings: First, looked from the overall, the county’s teacher-flow scaleis small, and the flow policy is fair, the direction of the flow is mainly from rural areasto the county. Second, the main reasons of the teacher-flow are social problems causedby long-term national urban-rural division system and social awareness of ruralteachers’ identity. Third, the current scale of the teacher flow of the county, its positivesignificance is greater than the negative meaning. In such flow scale, the teacher-flowdid not cause large negative impact on rural schools. Fourth, the reason of the teacher’ssubjective desire for flowing is that the teacher’s personal needs are not met. From the research and analysis, we found that because of the rural teachers’ low-level needs andsenior needs cannot be satisfied, so comes the desire of flow. Fifth, self-achieved factorsin the teacher-flow of Y county play a leading role. The implementation ofteacher-transfer restrains the effect of ascriptive factors and supports the function ofself-achieved factors, and it plays a regulatory role of the teacher flow of Y county.