Research On Rural Primary School Teachers' Incentive Mechanism In Ethnic Areas

This study took Wuming District of Nanning City,Guangxi Zhuang Autonomous Region as a case,and affirmed the efforts made by rural schools in minority areas in the construction of incentive mechanisms.Field investigation was used to further investigate the problems in the construction of incentive mechanisms for rural primary school teachers in ethnic areas.And follow-up analysis.Finally,aiming at the special group of rural primary school teachers in the ethnic minority areas,this paper puts forward the principle of the construction of the corresponding incentive mechanism,as well as the sound thinking and development suggestions.Through field surveys,it is found that there are deficiencies in the incentive mechanism for rural primary school teachers in minority areas in both the material incentive mechanism and the spiritual incentive mechanism.The deficiency of the material incentive mechanism is manifested in the ineffectiveness of the performance evaluation mechanism,the unreasonable distribution of performance wages and poor effectiveness,the incomplete and fair implementation of fair and open work,and the incompleteness of the welfare system.The insufficiency of the mental incentive mechanism is manifested in inadequate teacher training mechanisms,lack of professional ethics and moral education mechanisms,lack of emotional motivation,imperfect honor system,failure to establish cultural incentive mechanisms,and immature communication and communication mechanisms.Through field research,research and attribution analysis,it is found that the existing problems in the rural primary school teachers' incentive mechanism construction in ethnic minority areas are due to the fact that the school's existinghuman resources status,lagging concepts,weak equity,inadequate funding,and large non-teaching work tasks have affected the existing problems.Leading to the construction of many incentive mechanisms has not been built and timely improvements.Based on the problems and causes found in field surveys,this study believes that the construction of rural elementary school professor incentive mechanisms in ethnic minority areas should grasp the principles of politicality and fairness,adhere to the teacher-centered approach,and adopt a combination of positive incentives and negative incentives.The principle is to use the Theory of Fulm's Expectation Theory and Schulz's theory of human capital to think in terms of government,schools,and individual teachers.The government should establish supplementary mechanisms for rural primary school support personnel in ethnic areas,relieve teachers' non-teaching work pressures,increase the level of welfare subsidies for rural primary school teachers in ethnic areas,improve the subsidy allocation mechanism,and formulate training mechanisms for teachers in rural primary schools in ethnic areas,and strengthen teachers.The ability to develop,attach importance to the professional ethics and literacy of rural primary school teachers in minority areas,and develop teacher quality courses;schools should change the school's own performance-based payroll distribution plan,formulate supporting assessment mechanisms,formulate rationalized exchange mechanisms,and promote communication between upper and lower levels and improve Honor application evaluation mechanism,strive to achieve fairness,fairness and openness,change the concept of leaders,develop school leader performance art,combine local traditional culture and school development vision,create a unique teacher team culture mechanism;teachers should learn to self-conscious Find their own needs,maintain self-confidence at all times,establish their own good image,appropriately increase their goals,carry out their own career planning,correct work attitude,and overcome the impact of negative incentives.