In recent years, the setting of teacher titles in primary and secondary schools has become more and more complex. Now primary and secondary school teachers can also be rated as associate high and senior high, which is equivalent to the title of associate professor and professor in universities. All of this is incredible, and it raises many questions: Do primary and secondary school teachers really have the level of university professors?What is the purpose of this setup?
Many people believe that the purpose of setting up high professional titles is to provide opportunities for primary and secondary school leaders to improve their salaries. It is very difficult to evaluate professional titles in the education industry, and it is difficult for ordinary teachers to evaluate the deputy high school, let alone the middle high school. Therefore, those who can be rated as middle and high schools are basically at the leadership level, such as principals, vice principals, etc. It can be said that the establishment of high professional titles is to provide a legal way for leaders to improve their salary. The middle and high school salaries are equivalent to those of university professors, so there is little practical benefit for most front-line teachers.
However, this setup has left some frontline teachers feeling unbalanced. They believe that professional titles, which should be a reflection of teachers' professional skills, have now become a means of linking to salaries. Looking at the senior teachers everywhere, their teaching level is not necessarily the highest, but their salaries are the highest. This raises questions about the impartiality and fairness of high titles.
As for primary and secondary school teachers, most of them are at the level of primary and secondary school teachers, and there is a certain gap with the level of university professors. Therefore, being rated as a high professional title does not mean that they really have the level of a university professor. This setup will only widen the pay gap between teachers and make more teachers despair.
In the past, even if there was a job title, teachers didn't have much resentment about it, because there was not much difference in everyone's salary. Whether it is a leader or an ordinary teacher, everyone is treated similarly. However, since the establishment of the deputy high school and middle high school titles, teachers have realized that the professional titles determine their treatment so much. Some people earn one or two thousand a month, and some people even earn as much as seven or eight thousand a month, all thanks to the difference in job titles.
In particular, some leaders and senior colleagues in the unit basically do not have to attend classes, do the easiest work and earn the highest salary. This makes frontline teachers feel psychologically unbalanced. They believe that professional titles should be a reflection of teachers' professional skills, not a means to widen the pay gap. Many front-line teachers even wonder how much a high professional title has to do with teaching ability.
The setting of professional titles should be linked to the professional and technical ability and teaching level of teachers. It is supposed to be the academic ability and teaching achievements of teachers to determine whether to evaluate high professional titles, rather than through mechanical evaluation criteria. Only in this way can the value and importance of the title be truly reflected.
The reality is that many teachers with high professional titles are not the highest level of teaching, and some of them even stop teaching, but their treatment is much higher than that of other teachers. This phenomenon has seriously undermined the fairness of the evaluation of professional titles, and has also made the front-line teachers in the education sector lose hope.
The setting and evaluation standards for primary and secondary school teachers' titles have caused widespread controversy. Some people believe that the purpose of setting up high professional titles is to provide higher remuneration for primary and secondary school leaders, while others believe that this is to widen the salary gap between teachers. In fact, the teaching level of primary and secondary school teachers is difficult to compare with that of university professors, and being rated as a high professional title does not mean that they really have the level of university professors. Therefore, the evaluation criteria of professional titles should be linked to the teaching level and professional and technical ability, so as to truly reflect the ability and value of teachers.
In my opinion, the setting of professional titles should pay more attention to the performance of teachers in teaching. Only teachers who truly have excellent teaching ability and professional level can be rated as high professional titles and enjoy corresponding treatment. This is not only an affirmation for individual teachers, but also motivates more teachers to strive to improve their own teaching skills.
It is also important to establish a fair and transparent evaluation mechanism to ensure the fairness and impartiality of the evaluation of job titles. The evaluation title should be an authoritative recognition that truly reflects the strength and ability of the teacher. Only in this way can we effectively improve the overall quality of the teaching contingent and promote the development of education.
At the same time, I believe that the evaluation of professional titles should not only focus on the teaching level, but also comprehensively consider the performance of teachers in scientific research, teaching and research, teaching management, etc. In this way, teachers' abilities and contributions can be judged more comprehensively.
In general, the issue of primary and secondary school teachers' titles needs to be comprehensively examined and reformed. Only through reasonable setting and fair evaluation can we truly improve the overall quality of teachers and promote the long-term development of education.