Research On The Effect Of The "Teacher Support Program" From The Perspective Of The Gain Of The Teachers Of Small-scale Rural Schools

The Rural Teacher Support Plan(2015-2020)entered the fifth year.The policy document puts forward: Favoring rural schools in terms of teacher supplements,job titles(posts)evaluation;improving rural teachers ’living treatment,ideological and political qualities,teacher ethics,and education and teaching ability;unifying the urban and rural faculty and staff establishment and promoting excellent urban teachers Rural school mobility;establishing rural teacher honor system and other measures.The actual implementation effects of these measures have initially appeared,and the effects of policy implementation,problems encountered,the causes of problems,and solutions to problems have increasingly attracted attention.This study discusses the relationship between deprivation and acquisition,and defines the concepts related to the sense of acquisition of teachers in small-scale schools based on deprivation theory.From the perspective of teachers in rural small-scale schools,the specific policy measures of the Rural Teacher Support Plan(2015-2020)in the survey area are sorted out,and the questionnaire is developed based on the policy measures.A questionnaire survey was conducted to investigate the overall,vertical,and horizontal acquisition of the “Plan” policy by teachers from 3 small-scale schools and 1 central school in P Town,P City,Jilin Province.In addition,different types of teachers in 4 schools were interviewed.According to the difference analysis and interview results between the small and medium-sized school teachers and the central school teachers in the questionnaire,the effectiveness and dilemma of the "Plan" from the perspective of the small-scale school teachers’ sense of acquisition are analyzed.The survey results show that the policy has achieved certain results: after the implementation of the policy,the recruitment of special post teachers of small-scale schools in town Z has increased,and the work burden has been effectively reduced;the township work subsidy policy has basically been implemented,and the wage income has actually increased;the opportunities for teacher training are diverse,and career development The path is broadened;the construction of teacher ethics has been strengthened,and ideals and beliefs have been strengthened.However,the implementation of the Plan also faces the problems of insufficient implementation of some policies,poor sense of fairness in implementation,and limited effectiveness of policies.In order to solve these problems,based on Smith’s execution process model,the paper analyzes the causes of the problem based on four factors: policy content,target group,executive subject,and external environment.The author believes that the policy content is obviously missing,the policy content cannot meet the social participation needs of teachers in the middle and early years,the work subsidy standard is not symmetrical with the cost of teachers ’living in school,and the honor system has weak support for the actual social status;the policy cannot mobilize the enthusiasm of small-scale school teachers,Teachers in small-scale schools lack understanding of policy content,teachers in small-scale schools lack trust in the main body of implementation;local governments have insufficient executive power,executives have insufficient knowledge of the importance of policies,executives have limited executive capacity,and lack of oversight mechanisms;from the outside From an environmental perspective,regional financial resources restrict policy implementation.In terms of countermeasures and suggestions to improve the implementation effect,the author starts with four factors: policy content,target group,executive subject,and external environment.First of all,we must improve the policy content,deepen the people-oriented policy concept,clarify the content of township work subsidies,and reform the honor of rural teachers system.At the same time,efforts should also be made to promote the participation of teachers in small-scale schools.In addition,enhance the local government’s ability to execute,strengthen policy publicity to complement the beginning of policy implementation,improve the quality of the execution team to enhance policy execution capabilities,and strengthen organizational supervision to ensure the willingness to execute.Finally,optimize the policy environment,ensure the investment of compulsory education,and establish and improve the supporting policy system.