Research On The Reasons And Countermeasures Of NC Non-governmental University Professional Teachers’ Turnover

According to the "Statistical Bulletin of National Education Development in 2019" published by the Ministry of Education in May 2020,there are 757 private universities in China(including 257 independent colleges and 1 adult college),accounting for28.16% of the total number of colleges in the country,compared with 2000,the number of private universities increased by 16 times.It can be said that after more than 30 years of development,China’s private higher education has made great achievements.As a powerful supplement to higher education,private higher education is an important part of China’s higher education field.It has cultivated a large number of applied talents for the society and promoted social progress and economic development.However,the expansion and development of private universities in China has also exposed their own shortcomings and shortcomings.The quality of student teaching and the management of teacher talents need to be further improved.It is undeniable that there is a big gap between private universities in China and public universities in China,and they are not comparable with private universities in developed countries.The self-sponsored and self-financed private universities in China are far inferior to public institutions in terms of national policy support,education and teaching,and there is also a large gap between the teacher welfare guarantee and public institutions,and many guarantee systems and measures have not been improved and popularized.In particular,there are still major shortcomings in human resource management.Private universities follow the traditional model of professional teacher talent management,focusing on command and control,which is not conducive to the enthusiasm and initiative of talents.The quality of education is difficult to improve.There is a large gap compared with the requirements of college education,which directly leads to excellent teachers.The employee turnover rate is relatively high.The high turnover rate of teachers in private universities in China has seriously affected the good development of teaching management in universities,and it is very detrimental to the long-term and healthy development of private universities.Taking NC private university as an example,this paper investigates the main reasons for the resignation of professional teachers of NC private university through a questionnaire,and then puts forward countermeasures and suggestions to solve the problem of high turnover rate of professional teachers in NC private university.It hopes to inspire and learn from the high turnover rate of professional teachers in NC private university and other one.This paper first sorts out and learns relevant research results and guiding theories at home and abroad,summarizes the characteristics of the professional faculty of NC private university and the current situation of resignation,and analyzes the adverse effects of the high turnover rate of professional teachers on NC private university.The main performance is: disrupt the normal teaching arrangements and reduce the quality of teaching;increase the replacement cost of manpower;shake the stability of the teaching team;it is not conducive to the reputation and long-term development of the college.Subsequently,through questionnaire surveys,the reasons for the resignation of professional teachers in NC private university was analyzed,and the specific reasons for resignation were summarized,including: unreasonable selection and allocation of professional teachers;imperfect communication and participation mechanisms;lack of people-oriented management concepts;training and promotion;the incentive mechanism was not perfect;the level of salary and benefits was low.Finally,on the basis of the previous analysis,the optimization countermeasures for professional teacher resignation of NC private university are proposed,which mainly include:optimizing teacher selection and allocation;improving communication and participation mechanisms to improve teacher identity;establishing a management concept of humanistic care;improving the incentive mechanism through channels;improving salary levels and benefits.