华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2017, Vol. 35 ›› Issue (3): 134-141+173.doi: 10.16382/j.cnki.1000-5560.2017.03.014

• 专题二 • 上一篇    下一篇

乡村教师流动及流失意愿的实证分析——基于云南省的调查

王艳玲1, 李慧勤2   

  1. 1. 云南师范大学教育科学与管理学院, 昆明 650500;
    2. 云南省教育科学研究院, 昆明 650223
  • 出版日期:2017-06-20 发布日期:2017-05-16
  • 基金资助:
    国家社会科学基金西部项目“边疆多民族地区教育治理能力现代化研究”（15XMZ042）；云南省省院省校教育合作研究项目“云南农村中小学教师流动及流失问题的对策研究”（SYSX201505）。

An Empirical Analysis of Rural Teachers' Intention of Turnover: Based on the Survey in Yunnan Province

WANG Yanling1, LI Huiqin2   

  1. 1. College of Education & Management, Yunnan Normal University, Kunming 650500, China;
    2.Yunnan Institute of Education Research, Kunming 650223, China
  • Online:2017-06-20 Published:2017-05-16

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摘要： 对云南省30个县10356位乡村教师的调查显示：云南乡村教师中近80%有流动（调动）及流失（改行）意愿；教师的流动及流失意愿呈现出“向城性“与“返乡性”两种趋向；30岁以下青年教师的流动及流失意愿最为强烈；总体上工资收入越高，教师的流动及流失意愿越弱，但学校区位的影响不容忽视。影响乡村教师流动及流失意愿的因素按重要性排序依次是“子女上学及家庭生活”、“工资待遇与工作负担”、“学校位置及交通、住房条件”、“学校管理与教学风气”、“社会氛围与工作环境”。为此，须要关注教师作为“社会人”的基本需求，创造条件帮助教师解决子女上学和夫妻分居等问题；应在提高教师工资待遇的同时，保障不同层级学校教师岗位具有相同的吸引力；在教师招聘时实行“家庭来源地优先“的政策，吸引优秀青年返回本乡本土从教；想方设法改善乡村教师工作、生活条件，尤其是为青年教师提供周转住房；优化学校内部管理，帮助乡村教师获得归属感和成就感。

关键词: 乡村教师, 教师流动, 教师流失, 教师流动及流失意愿

Abstract: A survey of 10,356 rural teachers of Yunnan province shows that 79.2 percent of them have the intention of turnover (leaving or moving). Their intention of leaving or moving appears to be a double tendency: "to the city" and "to their own hometown". Young teachers under the age of 30 showed the strongest intention of turnover. On the whole, the higher level their income, the weaker their intention, but the impact of school location cannot be ignored. This paper analyzes the factors which affect the intention of rural teachers' turnover. The survey revealed the factors could be ranked as follows: children's education and family life, welfare and workload, school location and traffic facilities, living conditions, school management and teaching atmosphere, social and working environment. The authors suggest that, in order to retain rural teachers, the government should pay attention to the basic needs of rural teachers, help teachers solve their problems with children's education and couple's separation, raise their income to make teaching jobs more attractive. Furthermore, it's helpful to restart the agenda of "hometown priority" in recruiting and employing rural teachers, to improve rural teachers' living conditions, especially to provide housing welfare to young teachers, and to help rural teachers gain a sense of belonging and achievement.

Key words: rural teachers, teachers' turnover, teachers' intention of leaving or moving