Does Group Schooling Promote The Balance Of Teachers

Educational disequilibrium or a low-degree educational equilibrium is the biggest problem during the development of compulsory education.The teachers,also deemed as the first resource in education,is the key factor in the balanced development of compulsory education.Therefore,perfecting the way of teacher resource allocation and improving the balance degree of teacher resource is the inevitable requirement of the development of compulsory education.Running school in groups has been vigorously pursued to realize the balanced development of teacher sources.But there are only few of researches focus on its real effect.This paper uses vigorous empirical analysis to defect the effect of school collectivization policy in the balanced development of teacher sources.This paper uses part of the public elementary schools in Nanjing as the respondent.Firstly,choose the suitable relevant evaluation index and build the index system to measure the equilibrium of teacher resource.Then,calculate equilibrium of teacher resource through absolute and relative difference.After that,we select the panel data of 202 primary schools in Nanjing from 2009—2015.Based on quasi experiment hypothesis,we treat the "school collectivization policy" as an experimental intervention.Besides,we set up the schools under the influence of this policy as experimental group,the rest of them as control group.At last we apply DID model for our analysis.In order to improve the results,we use PSM-DID model to inspect.What's more,we split the whole sample into different segments,and make regression analysis about them.Final conclusions:as an experimental intervention,school collectivization policy has an undesirable positive impact on the equilibrium of teacher resource to the whole school samples.To be specific,the policy has a negative effect on the number of teachers.On the aspect of the quality of teachers,it has a limited positive effect.The policy has a relatively superior impact on the number of the teachers in schools which are not in main urban area rather than main urban schools,on the aspect of teacher quality,the situation is the other way around.According to this phenomenon,this paper puts forward three policy suggestions to make it better and more effective:use various forms of teacher exchanging to strengthen the effects of school collectivization policy;focus on teachers and schools to form a new school governance system;control the scale of school groups and allocate adequate teachers as well as exploring a new school governance system to enhance teacher resource equilibrium by means of collectivization school-running.