The Study On Implementation Distortion Of Teacher Mobility Policy In Compulsory Education

Education is the foundation of a century plan;Teacher are the base of education plan.As the core force of all major educational changes,teachers play an active role that no material resource can replace.With the country 's proposal for the strategic deployment of urban-rural education integration,the standardization of compulsory education schools has been gradually promoted,the gap in educational material resources such as funding,school buildings,and equipment between regions,between urban and rural areas,and between schools has been reduced.However,due to the dual structure of urban and rural areas in China,the historical traditions of key schools and demonstration schools,etc.,leading to serious uneven teacher allocation,the gap in teacher levels has become the main contradiction that restricts the balanced and highquality development of compulsory education.The mobility of compulsory education teachers in counties is a key breakthrough for China to achieve a balanced development of compulsory education.Therefore,in order to strengthen the construction of teachers contingent and promote the balanced allocation of teachers,our government has issued a series of policies to achieve a reasonable flow of outstanding teachers within a certain range.What is the status quo of the implementation of the teacher mobility policy of compulsory education,what results have been achieved,what problems exist,and how to optimize them in the future,that needs to be further explored.This study takes Z County,Shandong Province as the research object,analyzed the social basis and policy basis of Z County as a research sample,conducted interviews on the relevant actors of Z County teacher mobility policy implementation.Based on the model of networks by Rhodes,combining the network interaction mechanism formed by teacher mobility policy of Z County activists based on mutual resources and interests,established the analysis framework: policy network——policy implementation framework.In order to improve the explanatory power of policy network theory for this research,the author made adaptive adjustments to the specific application of Rhodes' s classification model in teacher mobility policy.The author highlighted the principal status of principals,teachers,and their school organizations in teacher mobility policies,and distinguish other subjects in the issue network.The principals,teachers and their school organizations that should be included in the issue network are separately constructed as inter-school network clusters to enrich the research dimension of the teacher mobility policy implementation network.The research sets the “policy environment”,“actors” and “policy network interactions” as analysis units,analyzes its role mechanism in the implementation of teacher mobility policies in county Z,and reasonably explains the distortion of policy implementation.The third chapter is an investigation of the implementation of teacher mobility policies in Z County.First analyzed the social basis and policy basis of Z County as the research sample.Then I will explain in detail the interview about the implementation of the teacher mobility policy in Z County.On this basis,the policy implementation profile is analyzed from two aspects,including the detailed implementation details of the teacher mobility policy in Z County and the positive results achieved.After analysis,it is found that the implementation distortions of teacher mobility policies in Z County are mainly manifested in three aspects: symbolic implementation of policies,selective implementation of policies,and alternative implementation of policies.Then the author analyzed the reasons from the policy network environment(an objective perspective)and the interaction of policy network subjects(a subjective perspective).Objective constraints on the network environment for teacher mobility policies include vagueness and flexible design of policy texts;inadequate policy publicity and low policy approval;incomplete supporting mechanisms.The subjective influence of subject interaction includes lack of horizontal interaction among policy community,leaving education sector alone;low policy consensus between the policy community and the intergovernmental network;insufficient teacher participation in policy decision-making between the policy community and the school network;lack of policy enforcement organizations between intergovernmental and inter-school network;inter-school network internal interaction frequency is relatively low;lack of participation in the issue network.Based on attribution analysis,the author puts forward suggestions for the optimization of policy implementation from the path of policy network environment and the interaction path of policy network subjects.This study mainly proposes policy implementation optimization suggestions from the path of policy network environment and the interaction path of policy network subjects.Optimize the environment for policy implementation:precise policy formulation and refinement of policy standards;improve supporting mechanisms to ensure system operation;strengthen publicity and create a policy atmosphere.Constructing a multi-party benign interactive behavior system: strengthen departmental cooperation and clarify division of responsibilities;reasonable division of responsibilities and powers to resolve conflicts between county and grassroots government;strengthen organizational construction and enhance implementation literacy;increase school participation and fully implement county-level mobility;raise policy awareness and change policy idea;increase network openness and strengthen citizen policy participation.