[Abstract] The problem of teacher allocation in rural schools is the main factor causing the unfair development of urban and rural schools.

The low-quality allocation of teachers in rural primary and secondary schools has led to the disadvantaged status of rural schools.

In addition to irresistible objective factors, the uneven allocation of teachers is caused by the historical personnel system and the new teacher position mobility system during the reform.

To achieve a balanced allocation of urban and rural teachers and equitable development of urban and rural schools, we must reform the historical system and formulate a fair and scientific teacher job mobility system.

[Keywords] Urban and rural primary and secondary schools; teachers; unbalanced allocation [CLC classification number] G451 [Document identification code] A [Article number] 1672-1128 (2008) 02-0059-04 According to the Gansu Provincial Department of Education’s "About Carrying out the Whole

According to the requirements of the "Notice on the Investigation of the Construction of the Teacher Team of Primary and Secondary Schools in the Province", we conducted an investigation and study on the construction of the teaching team of primary and secondary schools in Dingxi City in October 2007. We will now analyze the teacher allocation problems in rural primary and secondary schools discovered during the investigation and study, so as to

For reference by education authorities.

Dingxi City is located in the central part of Gansu Province and is a well-known arid and impoverished area in the country. It has poor natural conditions, lack of resources, backward economy, and many difficulties in educational development.

The problem of teacher allocation in rural schools in this area is of typical significance. The investigation and analysis of this issue has reference and reference value for solving the problem of unbalanced allocation of teachers between urban and rural areas in this type of area and achieving fair and coordinated development of urban and rural education.

1. Research method This research is in accordance with the arrangements and requirements of the Gansu Provincial Department of Education, using a combination of field research and questionnaire surveys.

We conducted on-site research in Anding District, Longxi County and Zhangxian District 1 and two counties based on the differences between relatively good, medium and poor educational levels in Dingxi City.

The research was carried out in two ways. One was to hold symposiums with district and county education authorities and some school leaders.

The participating schools in each district and county symposium include 2 high schools, 3 primary schools and 3 junior high schools.

At the symposium, the main leaders of the education department introduced in detail the basic situation of the construction of the teaching team in the district and county. The school leaders each talked about the situation, experience and existing problems of the construction of the teaching team of the school. The participants also conducted exchanges and discussions.

The second is to conduct an on-site inspection of teacher learning and training conditions, venues, and resource centers.

For the other four counties (Lintao County, Tongwei County, Weiyuan County and Min County), a questionnaire survey and written material collection were used.

2. Overview of the teaching staff There are 2,264 public schools at all levels and types in Dingxi City ***, including 54 high schools, 234 junior high schools, 1,976 primary schools, and 26 private schools.

The total number of teaching staff in public primary and secondary schools is 30,674, including 28,602 full-time teachers.

Among the full-time teachers, there are 4,759 high school teachers, with an academic qualification rate of 67.6%; 9,151 junior middle school teachers, with an academic qualification rate of 92.9%; and 14,692 primary school teachers, with an academic qualification rate of 97.2%.

There are also 3,130 substitute teachers.

The city has 30 special-level teachers in primary and secondary schools, 124 provincial-level key teachers, and 843 municipal-level key teachers; 63 provincial-level young teaching experts and 171 municipal-level young teaching experts; 809 full-time teachers with professional titles of associate senior or above, and bachelor's degree or above

There are 6,350 people with academic qualifications.

The number of teachers who participated in academic compensation education after working reached 11,041.

3. Comparison of urban and rural teachers There is generally a large gap in teachers between urban and rural schools in my country, and the gap is even greater in poor and backward areas in the west.

This gap manifests itself in many aspects, both quantitative and qualitative.

1. The number of teachers in rural schools is insufficient.

There are currently 12,833 teaching staff in rural primary schools in Dingxi City, with a basic establishment of 14,320; there are 1,933 teaching staff in rural high schools, with a basic establishment of 1,988.

The number of teachers in rural schools is generally insufficient. There are few teachers, many students, and many courses. The number of teachers cannot meet the basic teaching needs.

Most urban schools are overstaffed. Dingxi City’s urban primary schools currently have 2,364 faculty and staff, with a basic establishment of 2,126. Junior high schools currently have 1,953 faculty and staff, with a basic establishment of 1,685. High schools currently have 3,396 faculty and staff, with a basic establishment of 1,685.

The establishment number is 3,108 people, all of whom are overstaffed.

At the same time, the contradiction between teacher establishment and teaching needs is quite prominent.

As the number of school-age students in rural areas decreases year by year and the reality is that rural primary schools are dispersed, with small classes, complete grades, and many types of courses, the provision of teachers according to the provincial student-teacher ratio cannot meet the teaching needs.

There are also three-year primary school teaching sites in rural areas of Dingxi City with less than 60 students. According to the provincial student-teacher ratio of 1:23, these teaching sites can only be equipped with a maximum of 3 faculty members, resulting in a heavy workload for teachers or one teacher covering multiple schools.

disciplines, affecting teachers’ professional development.

2. The academic qualification rate of full-time teachers in rural schools is low.

The academic qualification rate of full-time teachers in rural primary schools in Dingxi City is 96.9%, and the academic qualification rate of full-time teachers in urban primary schools is 99.2%; the academic qualification rate of full-time teachers in rural junior high schools is 92%, and the academic qualification rate of full-time teachers in urban junior high schools is 96.5%; the academic qualification rate of full-time teachers in rural high schools is 56.5

%, and the academic qualification rate of full-time teachers in urban high schools is 73.3%.

The academic qualification rates of full-time teachers in rural primary schools, junior high schools, and high schools are 2.3%, 4.5%, and 16.8% lower than those in urban schools respectively.