Four times, as shown below:

In the early days of the founding of the People's Republic of China, middle school teachers implemented a wage system in which various forms of wages coexisted, such as salary system, work division system, salary metric system and salary division system, and wages were based on physical objects. This kind of "real wage system" has a strong transition, which has really played a positive role in stabilizing teachers' lives and restoring educational order under certain historical conditions. However, due to the flexibility and lack of standardization, it is difficult to compare the wage levels in different places scientifically, and the actual gap is large, which is not conducive to the macro-control and management of the planned economy. Therefore, with the continuous advancement of the national wage reform process, the salary system of middle school teachers has also undergone several major changes.

1. The salary system reform of middle school teachers in 1956

The salary reform in 1956 coincided with the first five-year plan period of the country. In order to improve

high labor productivity and promote socialist construction in an all-round way, after the unified monetary wage system was implemented in 1955, the State Council decided to appropriately raise the wage level of employees nationwide, and issued the Decision on Wage Reform on June 16, 1956. Accordingly, in July of the same year, the Ministry of Higher Education and the Ministry of Education issued the "Instructions on the National Wage Reform of General Education and Normal Education in 1956", demanding the implementation of the monetary wage system and the formulation and distribution of the national salary standard table for middle school teachers and administrators.

The main achievement of this wage reform is to establish a unified monetary wage system and gradually narrow the regional differences of middle school teachers' salaries. To this end, the state takes into account the natural conditions, actual prices and living standards, transportation and existing wages in all localities as far as possible, takes due care of key areas with difficult living conditions, divides the country into 11 wage areas, and implements the subsidy system in areas with high prices, which has changed the previous phenomenon of different pay for equal work and is conducive to the macro-management of the salary system for middle school teachers. At the same time, strengthen the incentive mechanism of wages and seek the unity of efficiency and fairness as much as possible. This reform mainly takes overcoming egalitarianism as a breakthrough and emphasizes the incentive function. The salary difference between teachers and administrative staff is stipulated: teachers are given 1 grades, and the salary standard is 37 yuan-169 yuan; The executive staff is in 15 grades, and the salary standard is 26 yuan-175.5 yuan. While reducing the grade and increasing the grade difference, linking the salary with the job grade is conducive to mobilizing the enthusiasm of teachers. In the evaluation of salary standard, it is beneficial to comprehensively evaluate teachers' salary grade by emphasizing many factors such as position, talent and qualifications. The salary level of middle school teachers has been improved, which has eased the contradiction between brain and body. After this reform, the highest salary of middle school teachers in the sixth category is 149.5 yuan, and the lowest is 42.5 yuan; The highest for workers in machinery industry is 14 yuan, and the lowest is 33 yuan.

① such a gap reflects that the state reflects the labor value of intellectuals as much as possible in accordance with the principle of remuneration according to work, and improves the fairness of wage distribution for mental and physical workers to some extent.

Due to lack of experience, there are also some problems in this reform, mainly because the salary standard is too fine, the indicators are complex and even difficult to operate. The egalitarianism in wage distribution is still serious, and even there are problems such as inconsistent ranks and disjointed wages and salaries. This was mainly caused by the highly centralized planned economy system at that time and the special social and historical conditions, which to some extent caused a waste of educational resources and even affected the quality of education and teaching. Under the long-term influence of the egalitarian distribution principle of "fairness first", the incentive mechanism still lacks the corresponding flexibility, which is easy to dampen the enthusiasm and creativity of teachers.

Although the reform of middle school teachers' salary system in 1956 did not solve the contradiction between fairness and efficiency in salary distribution, this reform played a positive role in developing education and stabilizing the teaching staff in a specific historical period, thus becoming the basis of the salary system for a long time to come.

2. Reform of the salary system for middle school teachers in 1985

After p>1957, with the full-scale anti-rightist struggle and the "Great Leap Forward" that began in 1958, the state adjusted the intellectual policy, and the social status of intellectuals declined sharply, which directly affected the salary standard and actual income of middle school teachers. For example, in 196, the average monthly salary of middle school teachers and staff in Hubei Province decreased by 13.81 yuan compared with that in 1956, which was the largest in the whole school education system (primary school decreased by 7.1 yuan, and secondary normal school decreased by 8.87 yuan).

② Another reason for the decline in the salary level of middle school teachers is that the scale of middle schools has expanded sharply and the number of teachers has soared during this period. Even if the financial investment remains unchanged, it is difficult to maintain the original salary level. In view of this situation, the state has formulated and implemented some new labor wage policies. On July 25, 1963, the Ministry of Education issued "Several Opinions on the Salary Adjustment of Staff in Public Schools at All Levels in China in 1963". In November, 1981, the State Council wholesale the Ministry of Education's "Measures for Adjusting the Wages of Teachers in Primary and Secondary Schools". In December 1982, the State Council made the Decision on Adjusting the Salaries of Some Staff in State Organs, Science, Culture, Education and Health Departments, etc. Through these policies and measures, the salaries of middle school teachers have been gradually adjusted reasonably. By the early 198s, the salaries of middle school teachers had been generally raised, which, to a certain extent, re-opened the wages of mental and manual workers.

With the comprehensive advancement of the national political and economic system reform, the Central Committee of the Communist Party of China and the State Council issued the Notice on the Wage System of State Organs and Institutions in June 1985, and decided that ordinary primary and secondary schools would implement the new wage system from January 1, 1985, that is, the structural wage system with post wages as the main content. The most important change in this wage system reform is to abolish the hierarchical wage system, so that middle school teachers can gradually implement a structural wage system consisting of basic salary, post salary, seniority allowance and incentive salary. Its concrete achievements are as follows: firstly, it not only emphasizes the post salary, which makes the staff's labor remuneration closely related to their positions, but also facilitates the different functions of each component of the salary, embodies the principle of "giving consideration to fairness and efficiency" and pays attention to overcoming some disadvantages of the egalitarian distribution method. Secondly, the salary income of middle school teachers has been greatly improved, and the teaching age allowance has been put forward and implemented. This not only inspired the enthusiasm of teachers, but also played a positive role in stabilizing the teaching staff. Since then, the state has repeatedly issued relevant documents to improve the salary of middle school teachers. For example, on November 28, 1987, the State Council issued the Notice on Improving the Salary of Primary and Secondary School Teachers; In January 1988, the Ministry of Labor and Personnel and the State Education Commission formulated the "Implementation Measures for Raising the Salary Standard of Primary and Secondary School Teachers", proposing to raise the current salary standard of middle school teachers at all levels (the sum of basic salary and post salary) by 1% from October 1987. You can also use most of the total capital increase to raise the salary standard and a small part to adjust the salary relationship among middle school teachers within the scope of capital increase not exceeding 1% of the salary standard.

③ The reform of middle school teachers' salary system in 1985 simplified and unified the salary standard, which

created favorable conditions for gradually straightening out the salary relationship in the future, but there were also some problems. (1) Wage growth is very uneven. The salary increment of middle school teachers is still low compared with the increase of the total social consumption fund and the increase of the national wage level, which reflects that the wage reform has not been organically linked with the improvement of labor productivity and national income. (2) Over-emphasis on job factors in salary design has strengthened the idea of "official standard" to some extent. (3) There are few grades, so it is difficult to reflect the differences of teachers' quality, ability, level and contribution in the same grade. In addition, because it was formulated according to the state organs, it did not reflect the characteristics of middle school education itself, nor did it fully consider the particularity of teachers' labor, such as it is difficult to evaluate teachers' labor in a quantitative way in a short time. These all affect the evaluation of post salary and reward salary.

3. Middle school teachers' salary system reform in 1993

With the gradual deepening of the national reform in the field of income distribution, the original salary system has obviously not adapted to the national economic system reform and educational development. Therefore, in November, 1993, the Central Committee of the Communist Party of China and the State Council formulated and implemented the Implementation Measures for the Reform of Staff Wage System in Institutions and the Implementation Measures for Subsidies in Difficult and Remote Areas of Organs and Institutions. According to the working characteristics of institutions, the education industry implemented the salary system of professional and technical posts. Salary is mainly divided into two parts: professional and technical post salary and allowance, which are linked to the level of job position and the actual workload. The state controls the total amount of the allowance according to the prescribed proportion, and each unit enjoys the right of distribution autonomy within the total amount of the allowance stipulated by the state according to the actual situation. In middle school, it is mainly reflected in class allowance. The state also stipulates that the proportion of subsidies in the salary structure of public middle schools is 3%.

The contribution of this reform mainly lies in the establishment of an independent salary system with teachers' professional characteristics in middle schools, and the salary level of teachers has been greatly improved. Compared with the past, the salary of middle school teachers has been improved obviously by adjusting the salary standard many times. According to People's Daily, during the 2 years from 1984 to 24, the average annual salary of primary and secondary school teachers increased by 1.9 times. In 23, the average salary of primary and secondary school teachers in China was 13,3 yuan, an increase of 652 yuan over 22 and about 12,2 yuan over p>1985.

④ At the same time, establish the system of regular promotion and capital increase, and set up the allowance salary, especially the seniority allowance. This not only embodies the characteristics of teachers' labor, but also embodies the principle of distribution according to work and strengthens the wage incentive mechanism. After this salary reform, the salary of senior middle school teachers is divided into six grades, with the highest being 68.

4. Teachers' salary reform plan in 215