Research On The Effectiveness Of Teacher Exchange Rotation In The Compulsory Education Stage In The County

With the rapid growth of China’s economy and the ever-changing development of society,the people’s demand for quality educational resources is becoming more and more urgent.Teachers are one of the important factors in the process of promoting the integrated construction of urban and rural areas and the coordinated development of regions.In order to optimise the allocation of teacher resources and narrow the gap between regions and schools,the State has introduced and implemented a series of policies and measures,and various parts of the country are actively exploring the establishment of teacher management systems and exchange mechanisms that are in line with the actual local situation,in order to promote a balanced allocation of teacher resources between urban and rural areas and between schools.However,due to the large number of subjects involved and the influence of various factors such as policy,management,culture and teachers themselves,the implementation of teacher exchange and rotation work has been poorly implemented,and how to effectively carry out teacher exchange and rotation work has become a practical problem that needs to be solved.Through an empirical study of County S in Shandong Province,it was found that there are some problems with the effectiveness of teacher exchange and rotation in the county,which include: a low proportion of exchange to rural and weak schools;unreasonable exchange time;differences in the level of exchange and rotation of teachers with different characteristics;insignificant improvement in the quality of student learning;unsatisfactory results in promoting the development of teachers in inflow schools;insignificant professional improvement of exchange and rotation teachers themselves,and low promotion of low level of development in the inflowing schools.On this basis,we analyse the underlying causes of these problems.The reasons for this are: insufficient publicity of the policy and low recognition of the objectives;lack of flexibility in the policy;and inadequate implementation of incentives and safeguards.The reasons on the part of the schools include: the seriousness of the outgoing school’s localism;the lack of transparency in the selection of candidates for exchange and rotation;and the weak supportive environment in the incoming schools.The reasons on the part of individual teachers include: low subjective awareness and passive behaviour of teachers on exchange rotations;difficulties in adapting to the environment.Following this,corresponding strategies are proposed at the levels of the government and education administration,schools and individual teachers respectively.The government and education administrative departments should focus on policy publicity and establish the correct value orientation;strengthen supporting guarantees and establish incentive mechanisms;improve exchange policies and adopt flexible and diverse forms of exchange.Schools should select teachers for exchange rotations scientifically;standardise the selection process and strengthen supervision;and strengthen the humanistic care of inflowing schools to promote the professional development of rotating teachers.Individual teachers should change their concepts and clarify their values;enhance their professional abilities and strengthen their match with the inflowing schools.It is hoped that this will provide implications for the effective implementation of teacher exchange and rotation in this county and other places.