Research On The Occurrence Path And Transformation Of Teachers’ Collective Action

In recent years,with the continuous increase of national education funds,the wages treatment of teachers has been improved,and the interest protection of teachers has been strengthened.However,the legitimate interests of teachers in some areas can’t be met,and teachers’ collective action often occurs,which has aroused widespread social concern and makes the development and governance of education face great risks.For the sake of preventing and resolving these risks,the in-depth theoretical research and practical analysis of the occurrence path and transformation rule of teachers’ collective action can help us enhance our understanding of the regularity of teachers’ collective action,and take the necessary policy measures and adjustments to improve education governance.In order to study this problem,based on the theory of collective action and combined with China’s institutional environment and governance culture,this paper constructs the analysis framework of “Danwei System”.And through the investigation and research on teachers’ collective action in Y County,it summarizes and analyzes the institutional basis,occurrence path and transformation rule of teachers’ collective action so as to form the cognitive basis for exploring teachers’ collective action in China.This paper is divided into five parts.The first part is the introduction,including the research background,significance and relevant literature review of teachers’ collective action.The second part includes the relevant concepts and theoretical basis of this study;The third part introduces the process and results of the empirical research on teachers’ collective action in Y County,and analyzes the main path and transformation process of teachers’ collective action.The fourth part demonstrates the institutional basis of the occurrence path of teachers’ collective action,and analyzes the root,mechanism and opportunity structure of the occurrence of teachers’ collective action;The last part is to put forward corresponding countermeasures to prevent and resolve teachers’ collective action.It is found that there are two paths of teachers’ collective action: public protest and daily protest.In the public protest,teachers collectively issue petition letters and strike.In the daily protest,teachers can make complaints and adaptations,work to rule,conspire to cope,take part-time jobs after class and escape from teaching profession.These two paths will transform each other under certain conditions.In the process of China’s redistribution system transforming to the market,Danwei System environment and its resource supply mode lead to the problems of uneven income distribution,insufficient teachers’ salary and low professional status,which makes teachers have a sense of relative deprivation and form potential interest groups.At the same time,with the weakening of Danwei control and the decline of teachers’ dependence on school resources,teachers begin to seek resource support from outside the organization or from the market to cope with the pressure of insufficient pay.The channels of resource substitution and the daily accumulation of discontent lead to teachers’ protest in various ways and types.However,if the channels of external resources are blocked,the “acquaintance environment” in Danwei will amplify the deprivation emotion of teachers.When the interest demands are rejected,it is very likely to trigger the collective action of teachers who protest publicly.In other words,under the influence of symbolic discourse and situational rationality,teachers will make full use of different opportunity structures,strategically choose collective action paths,and realize their mutual transformation,so as to safeguard and fight for group rights and interests.In order to prevent and resolve the risk of teachers’ collective action,we must start from “Danwei System”,deepen the reform of Danwei System,improve the incentive system of teachers,smooth the channels of expression of teachers’ interests and so on,which fundamentally improves the governance of teachers and promotes the development of Education.