Study On Urban-rural Teachers’ Balanced Allocation In Junior High School From The Perspective Of Public Management In Pengzhou City

The issue of balanced allocation of educational resources has always been a hot topic in the research of pedagogy,sociology and economics.Compulsory education is the foundation of education,which affects the foundation of China’s talent pool and is related to the great rejuvenation of the Chinese nation.Since compulsory education is for all school-age children and teenagers,its attributes determine that it must be developed in a balanced manner.Balanced compulsory education is a national strategy for the development of education in China,a legal obligation of the government,and a realistic choice to achieve the goal of "schooling" and "good schooling" for all school-age children and adolescents.China has made certain achievements in education since 1986.With the rapid socio-economic development of China and the improvement of people’s living standard,people’s demand for quality education resources is increasing,which makes the problem of balanced allocation of education resources increasingly prominent.Excellent teachers are an important guarantee for the quality of education,and the equalization of teachers is an important part of the equalization of educational resources.Therefore,it is important to study the problem of balanced teacher allocation in compulsory education.This paper takes the teacher allocation at the compulsory middle school level in Pengzhou City as the research object,uses the methods of statistical analysis and spatial analysis to quantitatively analyze their variability of the teacher structure(gender ratio,age and teaching years),quantity(number of teachers,student-teacher ratio and class-teacher ratio)and quality(education,titles,number of awards and promotion rate),reveals the regional imbalance,analyzes its possible causes,and proposes corresponding countermeasures and suggestions based on data from questionnaire surveys,statistical yearbooks,literature and education statistics.The main findings are as follows:(1)The teacher allocation at the middle school level of compulsory education in Pengzhou City is developing from the basic balance to quality balance,and there are still imbalances in three types of indicators,such as structure,quantity and quality,between urban and rural areas and between circles.In terms of structural indicators,the gender ratio is unbalanced between urban and rural areas and between circles,and the teaching age and age structure indicators are relatively balanced between urban and rural areas,but unbalanced between circles;in terms of quantitative indicators,the number of teachers,student-teacher ratio and teacher-class ratio are unbalanced between urban and rural areas;except for the student-teacher ratio,the other quantitative indicators are also unbalanced between circles;in terms of quality indicators,except for the number of awards,the number of teachers’ qualifications,titles,and students’ qualifications are unbalanced between circles.(2)The main problems of teacher deployment between urban and rural areas include the imbalance in the gender ratio of teachers in urban-type schools,the shortage of teachers’ middle strength in rural-type schools,the large workload of teachers in urban-type schools,and the large difference in the quality of teachers in urban and rural schools.These problems are the result of a combination of multiple reasons,specifically outlined to include corresponding reasons for unbalanced socio-economic development within counties,unreasonable direction and structure of teacher mobility,imperfect teacher training mechanisms,differences in teacher treatment between urban and rural areas,and differences in school management systems.(3)Based on the analysis of the causes,this paper proposes corresponding countermeasures from the perspective of public management.Specifically,it includes deepening the integrated economic development of urban and rural areas,promoting the balanced allocation of teachers in urban and rural areas,and trying to fundamentally solve the problem of balanced educational development;increasing the investment in rural teacher training funds,giving more and better training opportunities to teachers in rural-type schools,and narrowing the gap between urban and rural teachers;optimizing the two-way exchange policy of urban and rural teachers,and promoting the reasonable flow of teachers;upgrading the qualifications of rural school teachers,and improving the academic structure of teachers."Internet+" to enhance teachers’ teaching skills and narrow the teaching level of teachers between urban and rural areas.