Research On The Implementation Status And Optimization Of The Policy Of Exchange And Rotation Of Primary School Teachers In County ——Take Guangxi A County As An Example

The Party and the state attach great importance to the "school choice fever" and the differences in the development of education between urban and rural areas.Therefore,the teacher exchange and rotation policy came into being,which aims to promote the balanced development of urban and rural education through the rational allocation of high-quality teacher resources,so as to promote the high-quality development of education in our country.At present,the research results of Chinese scholars on the exchange and rotation of teachers are relatively rich,but the attention to the western counties is far from enough.In order to deeply understand the implementation of the exchange and rotation policy of primary school teachers in the county,this research takes a county of Guangxi as an example.Based on the macro grasp of the text of the exchange and rotation policy of teachers at the national level,Guangxi level and a county level,this research focuses on the description and analysis of the implementation of the exchange and rotation policy of primary school teachers in the county.A total of 199 questionnaires were collected,and 4 primary school principals,8primary school teachers who had participated（including those who were participating）in exchange rotation and 9 primary school teachers who had not participated in exchange rotation were interviewed.The results show that there are some problems in the implementation of the policy,such as teachers’ insufficient understanding of the policy,low overall willingness of teachers to exchange and rotate,nonstandard selection procedures for teachers,small proportion of teachers in two-way exchanges between urban and rural areas,dissimilation of the purpose of teachers’ participation in exchange and rotation,and the effectiveness of teachers’ exchange and rotation needs to be strengthened.Through further attribution analysis,it is found that the imperfect content elements of the policy,the undemocratic consultation and insufficient publicity,the weak incentive guarantee and supervision and assessment in management,the conflict of interest and insufficient support in schools,the transportation and family constraints of teachers and the difficulty in adapting to the new environment are the root causes of the above problems.In view of the above problems and reasons,using the two factor theory and individual organization matching theory for reference,this paper puts forward improvement suggestions from three stages: the early stage of policy implementation,the middle stage of policy implementation and the late stage of policy implementation.First,in the early stage of policy implementation,we should pay attention to the basic role of the policy by carrying out extensive research,improving formulation procedures and strengthening policy publicity.We should also promote system reform,increase capital investment and set incentive compensation to improve the supporting guarantee.Secondly,in the middle of the implementation of the policy,we should improve the scientificity of the selection of exchange teachers through matching selection and pre job training,promote the release of teachers’ energy through multi-party support and self initiative,and strengthen supervision to ensure the effectiveness of exchange job rotation.Finally,in the later stage of policy implementation,we should strengthen positive publicity and improve the implementation plan to form a closed-loop virtuous circle.