The Qualitative Research On The Problems And Countermeasures Of Teacher Exchange System

Nowadays, the equal access to high-quality education has been a mutual concern of the educational development around the world. However, due to the political, economical and cultural differences, the uneven distribution of teachers between urban and rural areas, between regions and schools has hindered the balanced development of education to a great extent. To promote teachers development and eliminate the so-called “Matthew Effect” between urban and rural areas, between regions and schools, the teacher exchange system has become a detailed policy. This research is based on the municipal high schools in Suzhou, mainly focusing on the regional teacher exchange system between different schools. I take three teachers of different ages as representatives to study on by adopting qualitative research combining with long-term in-depth interviews together with observation in daily life and literature research method. Through collecting and analyzing the in-depth interview with P teacher, W teacher and C teacher, I intend to present the whole psychological changing of them and dig the present teacher exchange situation, the factors influencing the effective application of the exchange policy and the problems in the process. Correspondingly, the research put forward some countermeasures and suggestions to better the exchange policy from school and individual perspectives.As a measure to optimize the distribution of teachers and to realize the balanced development of education, the regional teacher exchange system by pairing the key schools and low-performing school works positively to a certain degree, but there are still many problems, such as too much administrative intervention, passive rotation, difficulty in assessment of exchange teachers, lack of uniform standards, difficulty in evaluating the abilities of the exchange teachers, failure in applying exchange policy, limited incentive measures, off-track management, small scale exchange, instability of teacher-student relationship, cultural shock in different schools and so on.To realize the balanced development of education, the effective and orderly teacher exchange is the only way out. The study results show that the core of the implementation of teacher exchange policy should be laid on how to motivate the teachers to participate in the rotation voluntarily and how to enhance the co-adaptation and mutual development between the exchange teachers and the new school. Many countermeasures can contribute to the whole process, such as specifying the implementation details of the teacher exchange system relying on laws, increasing the preferences over exchange teachers, taking the experience as one of the prerequisite in evaluation of professional titles, changing the identity of school person to system person, separating the assessment of the exchange teachers from the others, implementing the people-oriented concept, focusing on improving the supervision and feedback mechanism, regulating the requirements of the abilities of exchange teachers to promote the professional development, clarifying the oriented value and applying the long-term rotation mechanism, dispelling the conflicts in interest among different schools to create the win-win situation, paying attention to the adaptation of exchange teacher in new school and cultivating more open campus culture.