A Study On The Problem Of The Teacher Mobility Of Migrant School

In recent years,the trend of long-term living and family orientation of the floating population has becoming more obvious.The proportion of the floating population in the inflow area to have children,receive education and provide for the aged is increasing,and the demand for relevant public services and social security is also growing.The children who move with their parents are always the difficulty and pain of compulsory education in our country.In the Pearl River Delta cities where migrants mainly assemble,public schools are often not available for migrant children,so schools for migrant children are an important factor to carry the compulsory education for migrant children.Taking Guangzhou,the National Central City,as an example,there are nearly 200 schools for migrant children out of the existing 360 private primary and secondary schools,which have made great contributions to solving the problem of enrollment of migrant children.The Report of the 19 th National Congress of the Communist Party of China pointed out that “every child should enjoy fair and quality education”.In the new era,China's education reform and development has entered a new stage of quality improvement,and “fair and quality education” is the basic principle and long-term theme of compulsory education provided by the government.At present,the schools for migrant children are facing many problems.The excessive mobility of teachers has always been the core problem for the improvement of education and teaching quality.Based on the theory of human capital,this thesis takes the teacher mobility of schools for migrant children in Huadu District of Guangzhou City as the research object to explore the teacher mobility and living conditions of schools for migrant children in the new era.With 8selected sample schools,the research is carried out through interviews and questionnaires,and research framework is then constructed.Based on the current situation of excessive teacher mobility,this thesis analyzes the causes of teacher mobility from three aspects: individual,school and government,and reveals the adverse effects from the perspective of education equity and school development.Finally,three aspects were discussed,and the policy suggestion and solutions to improve the stability of teachers in schools for migrant children were put forward,with the purpose of arousing the high attention of the government,society,experts and scholars again to solve this problem.In that way,teachers in schools for migrantchildren can be agreeable and enthusiastic in their teaching,the stability of teachers can be strengthened,and migrant children can enjoy fairer education with quality and temperature.