A Study On The Mobility Of Primary And Secondary School Teachers In The Border Area Of Tibet

Border education is an important part of China’s educational development.There are many problems in border areas,such as insufficient number of teachers and low quality of teachers,and the flow of teachers has become the most prominent problem in the development of border education.The development of ethnic education in border areas has a bearing on the unity and stability of ethnic minority areas,and it is imperative to vigorously develop border education in order to eliminate the serious consequences of polarization.Teachers are the foundation of education and an important factor affecting the balanced development of education,and the flow of teachers will directly or indirectly affect the overall development of border education.As a border region in southwest China,the Tibet Autonomous Region plays the role of the gateway to China’s southwest region,which is of special significance to the country,and its strategic position cannot be ignored.Due to many historical and other factors,the development of education in Tibet’s border areas is late,the history is short,and the progress is slow,and the level of education development in the coastal areas of the inland is quite far behind.Teachers are at the heart of educational development and are also the backbone of educational development in border areas,especially at the basic education level.At the same time,the improvement of the quality of education is inseparable from the construction of the teaching team,especially in the border areas where the education foundation is relatively weak,the construction of the teaching team is more important.Based on the unreasonable characteristics of the current flow of teachers in China’s border areas,this study explores the deep causes affecting the flow of teachers,so as to explore a reasonable way to solve this problem.Therefore,the A county on the border of Tibet was selected as the survey site to form a representative case study.Through in-depth interviews with 17 teachers in 3 schools in County A,under the guidance of rooted theory,Using Nvivo12 qualitative analysis software,the text material obtained from the interview is encoded from the bottom up,Understand the current situation of the flow of primary and secondary school teachers in the border areas of Tibet,and try to analyze the factors affecting the flow of primary and secondary school teachers in the border areas of Tibet from the three levels of individuals,schools and society.The impact of teacher mobility on the education ecosystem,the teaching workforce,and the students is also described.Finally,measures to improve the flow of primary and secondary school teachers in Tibet’s border areas were put forward from the four levels of government,schools,society and individual teachers.The study found that: 1.The current situation of the flow of primary and secondary school teachers in the border areas of Tibet is: teachers have a strong willingness to move,a fast speed and a high frequency;Teacher mobility exacerbates structural imbalances in the teaching force;The characteristics of teacher mobility are mainly upward mobility.2.The factors affecting the mobility of primary and secondary school teachers in the border areas of Tibet mainly involve the individual level(the impact of the plateau environment on physical health;Teachers’ sense of teaching achievement is weak;Family reasons),School level(school administration;School treatment;school system),social level(social concept;Rotation exchange policy;level of urbanization).3.The possible impacts of the movement of primary and secondary school teachers in the border areas of Tibet mainly include: imbalances in the local education ecosystem,affecting the stability of the teaching force,and students’ academic performance and adaptability.4.Measures to improve the flow of primary and secondary school teachers in Tibet’s border areas are mainly proposed from the following four aspects:At the government level,a guarantee mechanism should be established,and the title should be tilted;Financial support to increase investment in training;Talent feeding,reasonable allocation;Increase housing and secure demand.At the school level,we should improve the system and manage it scientifically;Set the threshold and select the best of the best;Implement policies and improve rules.At the social level,it is necessary to improve the teacher exchange mechanism and improve the rotation policy;Improve the quality of parents and innovate leadership styles.At the individual level,teachers must have a correct concept of professional happiness,give play to the spirit of "old Tibet",have feelings and sense of responsibility for education,and establish a lofty ideal of contributing to the cause of border education.