Research On The Devaluation And Compensation Strategy Of Rural Primary School Teachers' Human Capital

Rural education is the focus and difficulty of China's education reform and development.In recent years,China's education policy has continued to increase its focus on rural areas.Rural education has made great progress and rural teachers have been continuously strengthened.However,due to the influence of internal and external factors such as themselves,schools,society,and the government,the human capital of rural teachers is vulnerable to devaluation.How to evaluate the human capital value and depreciation of rural teachers? How to deal with the devaluation of human capital of teachers? How to maintain the value-added of rural teachers' human capital stock? These are the problems to be solved urgently in the development of rural education.Based on the concept of human capital,this study uses the Delphi method to screen and establish a human capital value evaluation index system for primary school teachers that includes three first-level indicators of knowledge level,competence,and professional literacy and 27 second-level indicators,and determines Index weights;use fuzzy comprehensive evaluation method to construct a teacher human capital value evaluation index system model,quantify the evaluation results in a percentage system,and divide five depreciation degrees,namely good condition,low depreciation,moderate depreciation,high depreciation,and devaluation crisis.Furthermore,through this model,the overall human capital of rural elementary school teachers in Henan Province is depreciated to a low degree,and the human capital of urban primary school teachers is in a good state overall better than rural elementary school teachers.The evaluation scores of rural elementary school teachers in terms of knowledge level,competence,and professional qualities are lower than those of urban elementary school teachers.Among them,the difference between the evaluation scores of rural primary school teachers' human capital and urban teachers is professional literacy,and the smaller difference is competence.The most serious indicator of rural elementary school teachers' human capital depreciation is competence,followed by knowledge level,and the smallest depreciation is professional accomplishment.The depreciation of rural primary school teachers' knowledge level is manifested in the lack of teachers' teaching skills,the weak ability of middle-aged and older teachers to use teaching equipment,and the lack of teachers' psychology knowledge;the devaluation of competency is manifested in the low work-life coordination of female teachers and teachers' ability to withstand stress Itneeds to be strengthened,teachers' health and physical condition are poor;depreciation of professional qualities is manifested in weak work initiative,lack of teaching reflection,and low frequency of home-school contact.The main reasons for the devaluation of human capital of rural elementary school teachers in Henan Province are teachers' lack of investment in health,deviations in their consciousness,and lack of planning for human capital;government policy deviations in urban and rural education,poor policy implementation,and inadequate social security mechanisms;The mechanism is not perfect,the incentive mechanism is not perfect,the employment mechanism is asymmetric;the social teaching technology changes,the education level is devalued,and the humanistic care is lacking.To cope with the depreciation of human capital of rural elementary school teachers,we should deepen teachers 'internal compensation,strengthen government policies to compensate for human capital of teachers,improve the compensation of teachers' human capital by the school organization,and enhance the compensation of social human resources for teachers.