A Study On The Problem Of Teacher Mobility In "Straight Through District" Middle Schools ——Taking M Middle School As An Example

China's education system has been gradually deepening and improving with the development of market economy.And education is the cornerstone of economic development and social progress.However,as a "straight through area",Meigu County is the weak link in the coordinated development of China's regions,both in terms of economic construction and education development.The key to the development of education in the "direct passing area" is education,and the construction of teachers in ethnic areas has been an important strategic arrangement for the reform of China's education system and the balanced development of education.For a long time,the development of basic education in the ethnic minority "direct passing areas",represented by Meigu County,has been relatively slow,and the stability of the teaching force is extremely poor,with frequent teacher mobility and large turnover,which has become a short board for the balanced development of education between regions and the supply of talents in weak areas,and to a certain extent has affected educational equity.Therefore,how to stabilize the teaching force in the "straight through areas" and promote reasonable teacher mobility between regions is an urgent issue in the context of education practice reform and consolidation of poverty alleviation.This study aims to find out the problems of the teacher force in M Middle School in Meigu County,a typical "direct-transition area",through a field survey,using expectation theory,equity theory,the theory of circular accumulation and causality of regional economics,and the theory of gradient development as the entry point,and taking the development situation of Meigu County and the teacher force construction in M Middle School as the breakthrough point.The study was conducted to find out the problems of teacher construction and to find a solution to the problem of teacher mobility in the "straight through district".This study is based on a large amount of firsthand information and data through the use of questionnaires and interviews,and provides a real and reliable basis for this study.It was found that the lack of relevant policies and teachers' own concerns about survival and development hindered the formation of reasonable teacher mobility in Meigu County.Based on the analysis of the data,the following conclusions were drawn:current M secondary school teachers are strongly willing to move,young teachers are more inclined to leave Meigu County through mobility,whether teachers are born locally,monthly income,age and teaching experience are significant influences on teachers' willingness to move.Public schools and civil servants in Xichang are the ideal areas for teachers' mobility.Among the social factors,teachers' social status,mobility policy and living conditions are intrinsic motivators of mobility intentions.Among school factors,teachers were most interested in the performance rating system,and among personal factors,taking care of parents and children's education were the most important motivations for mobility.Objectively,teachers wanted to leave M High School for better career development and to satisfy their pursuit of a better life.In order to improve the mobility of teachers in the "direct transition area" represented by M middle school,to promote the formation of a rational teacher mobility mechanism,and to promote the balanced development of education in ethnic areas,this study proposes some exploratory policy suggestions: first,to build a point system for teacher mobility in secondary schools in Meigu County,so that local teachers can "go up" to M middle school;second,to make it possible for local teachers to "go" to M middle school.Second,we can learn from Hubei's "Rural Teacher Support Action Plan" and the U.S."Mississippi Teacher Support Program" to pilot a diversified award system for M secondary school teachers,so that outstanding teachers can "come down".Third,we can optimize the title and performance evaluation system of M secondary schools so that teachers can be retained in their jobs.The author hopes that this study can provide a reference for the reform and implementation of teacher mobility policy in Meigu County.