Research On Teacher Resource Allocation In Rural Small-scale Schools In Guizhou

Rural small-scale schools,as the “nerve endings” of the national education system,have played an important role in ensuring the equity of rural basic education,safeguarding the rights and interests of remote school-age children in rural areas,and serving vulnerable rural groups.China's urbanization is accelerating,and the significance and development of small-scale rural schools have once again been concerned by scholars.Teacher resources,as an important factor in the development of small-scale rural schools,whether their allocation is reasonable and the effective use of resources will directly affect the development of small-scale rural schools.Affected by the interaction of multiple factors,there is still a huge cumulative development gap between the teacher allocation of rural small-scale schools and other schools,and the task of teacher resource allocation is very difficult.Based on the review of the development process of rural small-scale schools in the country and Guizhou Province,this paper conducted a field survey of 32 rural small-scale schools in Guiyang City,Zunyi City,Anshun City,Liupanshui City and Qiandongnan Prefecture,and obtained the following Conclusion: From the basic situation of teachers,the number of male teachers in rural small-scale schools is more than the number of female teachers,and the aging trend of teachers is more obvious.The highest proportion of teacher education is college education,followed by undergraduate degree,and the source of teachers is localized;Teachers' wages are basically paid on time and enjoy social benefits.The wages are all over 3500 yuan,and the treatment is generally improved.In terms of the number of teacher resources allocated,there is a serious shortage of teachers,and the flow of teachers is out of order,the imbalance of increase and decrease,the workload of teachers is heavy,and the work content is complicated.In terms of teacher resource allocation structure,there is a general lack of teachers in English,information technology and sound and beauty in schools.Most of the teacher titles are first-level,and the title is generally low,and it is difficult to promote.In terms of the quality of teacher allocation,there is a shortage of teaching backbone and teaching faculty.Most teachers have not received any honorary titles.Teachers' professional level is improved through a single channel.Most of the training is attended at the county and township levels.In terms of teacher resource allocation environment,it shows urban and rural areas.Problems such as the uneven distribution of educational resources,the imbalance of the niche of small-scale rural schools,and the involution of the school itself.After an in-depth analysis,it is believed that the reasons for the dilemma of teacher resource allocation in rural small-scale schools are as follows: First,the education resource allocation policy is imperfect,mainly reflected in the lack of uniformity and binding of the teacher resource allocation policy,the imbalance of the education financial investment structure and the deviation of policy implementation,And the allocation subject and the configuration process play each other;the second is that the teacher resource allocation mechanism is not perfect,the allocation standards and methods are single,and the allocation process lacks supervision;the third is the insufficient development and optimization of the teacher resources;the fourth is the weak development and operation of the school,the foundation The construction is relatively poor,the teacher honor system is not yet perfect,and the school's own development orientation is ambiguous.Finally,combined with the actual situation of teachers in small-scale schools,five countermeasures were put forward: perfecting teacher allocation policies,setting allocation standards,perfecting allocation mechanisms,cracking the dilemma of schools,and improving teacher resource allocation environment.