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Who stole the work enthusiasm of county teachers

With the state’s attention to rural education and rural teachers, rural teachers have attracted more and more attention. A series of measures have also been introduced at the national level.

As early as 2013, the state began to implement the living subsidy policy for rural teachers. Although the subsidy standards are different everywhere, the treatment of teachers has been improved, which has stabilized the team of rural teachers to a certain extent and provided teacher guarantee for rural education.

On June 19, 2020, the notice on further implementing the living subsidy policy for rural teachers issued by the Ministry of education mentioned that in order to deeply implement the spirit of the National Education Conference and the opinions on comprehensively deepening the construction and reform of teachers in the new era, and better serve the Rural Revitalization Strategy, it is necessary to promote all localities to continue to implement the living subsidy policy for rural teachers.

The state introduced these policies to stabilize the rural teachers and stimulate their work enthusiasm, but the implementation of this policy did not achieve the expected effect in some eastern regions.

The economy of many eastern regions is relatively developed, the gap between the county and the countryside is small, and the distance between the countryside and the county is not far. Therefore, most teachers live in the county, but because they teach in the countryside, these teachers enjoy the national living allowance for rural teachers.

In addition, in order to obtain high-quality educational resources, families with better economic conditions will send their children to county middle schools for better development. As a result, there are fewer and fewer students in some rural middle schools, and the quality is relatively poor.

Rural middle schools have no good source of students and do not pursue the enrollment rate. Teachers have little pressure on teaching. At the same time, under the background of vigorously implementing the Rural Revitalization Strategy, from subsidies to professional title promotion, and then to all kinds of evaluation and selection at all levels, all kinds of policies are inclined to rural teachers. In this way, the seemingly difficult rural middle schools have become enviable places.

In contrast, the teachers in the county middle school have no living subsidies, the number of excellent students is tight, and the number of professional title promotion is tight. Coupled with the influx of rural students, the teachers in the county middle school are not only under the pressure of professional title promotion, but also under the teaching pressure of large class size and enrollment rate. In the long run, the work enthusiasm of middle school teachers in these counties has also been eroded.

Based on these realities, the author believes that some county-level cities in the East should make an overall integration of rural education resources, centralize and merge rural middle schools with fewer and fewer students, and transfer some teachers to the county to teach, so as to alleviate the problem of insufficient allocation of middle school teachers in the county.