Research On The Professional Title Evaluation Of Rural Middle School Teachers In P County

Due to the close relationship between professional title evaluation and the professional development,welfare benefits,and realization of self-worth of teachers,policies related to teacher professional titles have been highly valued by the teacher community,and the issue of professional title evaluation for rural teachers has received particular attention.Since the release of the Rural Teacher Support Plan(2015-2020)in 2015,China’s teacher qualification evaluation policy has gradually shifted towards rural teachers,with corresponding adjustments made to the timing,conditions,and policies for their qualification evaluation.However,due to the evaluation mechanism and the relatively backward development of rural economy and society,the dilemma of rural teachers in terms of professional title evaluation has not been effectively resolved.The issue of evaluating the professional titles of rural teachers,along with the survival and development of rural teachers,has increasingly become an important factor restricting the construction of rural teacher teams and the high-quality development of rural basic education.Researching and exploring effective ways to evaluate the professional titles of rural teachers has become one of the issues of concern in the academic community.This article takes rural middle school teachers in P County as the research object and uses survey methods to study and analyze the professional title evaluation system,application qualification conditions,evaluation standards,and implementation status of middle school teachers in rural areas of P County.It conducts research on the professional title evaluation work and finds that the existing problems mainly focus on three aspects: uneven distribution of evaluation indicators between urban and rural areas,inadequate standardization of evaluation procedures,and poor effectiveness of professional title evaluation.In view of these problems,this paper,based on the incentive theory,equity theory and positive organizational behavior theory,analyzes them from the perspective of the government,schools and teachers themselves,and puts forward corresponding countermeasures and suggestions.From the perspective of the government,competent authorities at all levels should set evaluation standardsin different regions,attach great importance to the investment of education funds in rural areas,and establish corresponding supervision and management mechanisms for the use of funds,increasing the number of teacher staffing and professional title indicators in rural areas;At the school level,when evaluating and recommending teachers’ professional titles,it is necessary to strengthen democratic management,establish a hierarchical promotion system,and stimulate and enhance the intrinsic motivation of teachers’ self-development;At the level of the teacher community itself,teachers should enhance their self-learning ability and enhance their professional qualities.Solving the problems in the evaluation of rural teachers’ professional titles requires joint efforts from multiple aspects.Only by further improving and standardizing the professional title evaluation system for rural teachers can it better play its motivating role in the teacher community and promote the healthy development of rural basic education.