义务教育教师职业城乡分层问题研究

发布时间：2018-04-11 16:50

本文选题：城乡 + 义务教育教师　；参考：《东北师范大学》2011年博士论文

【摘要】：全面提高义务教育质量、有序推进义务教育均衡发展是国家未来十年的战略性任务,教师是实现这一任务的关键因素。当前,城乡义务教育教师在经济收入、专业水平以及职业吸引力等方面存在显著差距,这影响了教师资源的均衡配置,进而影响了义务教育均衡发展目标的实现。为改变教师资源城乡配置失衡的现状,需要对教师职业群体的社会结构进行深入调查,剖析其形成的外界条件与内在机理,并在此基础上构建完备的制度体系。本文的体系总体上由理论研究、实证研究和政策分析三个层层递进、前后支撑、互相联系和渗透的部分构成。以分层理论作为基础,将教师职业群体作为一个微型的社会结构,通过对教师的经济地位、社会地位以及专业地位三个指标分析教师内部的层级分化状况;以实证研究为支撑,佐证义务教育教师职业内部劳动力市场的分割状况以及教师职业内部的层级分化状况;以制度构建为落脚点,基于义务教育教师职业城乡分层的形成机理,构建一套具有针对性与实践性的教师制度体系以缩小城乡教师在经济地位、社会地位以及专业地位的差距。通过对省域内省会城市、地级城市、县级城市、乡镇以及村屯学校202位教师,67名社会人员的调查问卷研究以及5位教师的访谈,结合定量分析和定性分析,对义务教育教师的经济地位、社会地位以及专业地位三个指标进行分析,验证了义务教育教师职业内部存在分层的真实性:省会城市教师、地级城市教师、县级城市教师、乡镇教师以及村小教师的社会地位以及专业地位方面均呈梯次下降的趋势,而五层级教师在经济地位上呈两级分化特征。通过对五层级教师的外在特征表现、工资收入决定机制及流动障碍的进一步分析发现,教师内部存在两个分割的劳动力市场:分别为以省会城市与地级城市教师为主构成的主要劳动力市场以及以县级城市教师、乡镇教师以及村小教师为主构成的次要劳动力市场。教师内部劳动力市场分割的形成以及其对教师城乡分层的影响是一个长期的过程。它主要分为三个阶段,第一阶段为建国初——1978年间,教师职业内部初步形成了城乡分层,省会城市教师、地级城市教师、县城教师、乡镇教师以及村小教师在经济地位、社会地位与专业地位方面表现出微弱的差异;1978年——2003年,教师职业内部出现五个层级的教师在经济地位、社会地位以及专业地位明显向下的梯次分布结构;2003年至今,五个层级的教师经济地位形成两极分化的趋势,专业水平与社会地位呈梯次下降分布。为构建具备流动性、竞争性、协调性和规范性等特性的城乡一体化的劳动力市场,需要构建一套完备的制度体系,依据统一规划、积极差异和市场公平竞争的三条基本原则,构建的制度体系包含教师保障性的制度和教师发展性的制度。其中教师保障性的制度指的是保证城乡教师资源合理分布、双向流动以及教师专业水平充分发展的一套保障性规范与准则。它包括编制制度、工资制度、住房与医疗保障制度、教师的晋升制度等;教师发展性制度指的是促进城乡教师资源教师数量稳定补充、教师质量全面提高、教师专业水平充分发展以及教师有序退出的一套发展性的规范与准则,它包括教师补充制度、教师培训制度、教师评价制度、教师流动制度以及教师退出制度。这些制度互相补充、互相强化,共同构成一个有机的整体,最终促进城乡教师资源的合理分布。
[Abstract]:In order to improve the quality of compulsory education , the balanced development of compulsory education is a strategic task for the next decade of the country . Teachers are the key factors to realize the task . At present , there is a significant gap between the rural and rural compulsory education teachers in terms of economic income , professional level and professional attraction .

Based on the theory of delamination , this paper analyses the hierarchical differentiation of teachers in three layers : theoretical research , empirical research and policy analysis . Based on the theory of delamination , teachers ' professional groups are used as a micro - society structure . The system is constructed as a foothold , which is based on the formation mechanism of teachers ' professional and rural stratification of compulsory education . A set of system of teachers ' system with pertinence and practice is constructed to narrow the gap between the teachers ' economic status , social status and professional status .

This paper analyzes the economic status , social status and professional status of compulsory education teachers through the investigation of 202 teachers and 67 social workers in provincial capital cities , prefecture - level cities , county - level cities , towns , villages and towns , and interviews with five teachers .

The formation of teacher ' s internal labor market segmentation and its influence on teacher ' s urban and rural stratification is a long - term process . It is divided into three stages , the first stage is the first _ 1978 period of the founding of the country . In the first stage , the teachers of the city and countryside , the provincial capital teachers , the county teachers , the township teachers and the village teachers showed a slight difference in the economic status , social status and professional status .

In order to construct the labor market with the characteristics of liquidity , competitiveness , coordination and standardization , it is necessary to construct a complete system of system . According to the three basic principles of unified planning , positive difference and fair competition of the market , the system consists of system , salary system , housing and medical security system , teacher ' s promotion system , etc . The system of teacher development refers to a set of norms and guidelines to promote the rational distribution of teachers ' resources in both rural and rural areas , the teacher ' s training system , the teacher evaluation system , the teacher ' s mobility system and the teacher ' s exit system . These systems complement each other and reinforce each other and form an organic whole , which will ultimately promote the rational distribution of teachers ' resources in both rural and rural areas .

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G525.1

【引证文献】