The main differences between the establishment and non-establishment of primary school teachers are as follows:
1.Stability and type of contract: Primary school teachers in the establishment are recruited through an open recruitment process and enjoy the establishment of public institutions and the corresponding job grades. They generally have a stable work contract and enjoy a relatively stable career path. Non-staffed primary school teachers teach on a temporary or contract basis and may be employed for a shorter period of time, usually for a period of one year or more years.
2.Treatment and welfare: Primary school teachers in the establishment usually enjoy the salary, benefits and social security provided by public institutions, such as basic salary, performance salary, year-end bonus, housing subsidy, medical insurance, pension, etc. They also have a more stable work contract and a welfare system. The remuneration and welfare conditions of non-establishment primary school teachers are more flexible on a case-by-case basis and may not be as stable and comprehensive as those of established teachers.
3.Title evaluation and promotion mechanism: Primary school teachers in the establishment generally have a corresponding title evaluation and promotion mechanism, and can be evaluated and promoted according to their personal ability, performance and career development needs. These evaluation criteria and procedures are usually developed by the education department to ensure the professional development and professional knowledge of teachers. Non-staffed primary school teachers, on the other hand, may need to be considered on a case-by-case basis in terms of unit and school specificity, and are relatively flexible in terms of career development.
4.Teacher qualifications: Teachers in the establishment of primary schools need to meet the corresponding teacher qualification requirements stipulated by the state, and pass relevant examinations and qualifications, such as obtaining a teacher qualification certificate. Non-staffed primary school teachers will also need to meet the relevant requirements in terms of teaching qualifications, but there may be more flexibility in assessment and assessment.
5.Refresher Training and Job Development: Primary school teachers usually have the opportunity to receive relevant refresher training to enhance their professional quality and ability. They also have a clearer career path and opportunities, such as being able to participate in the competition and appointment of subject leaders, grade leaders and other positions. Non-staffed primary school teachers may have relatively few opportunities for further training and job development.
6.Regional Differences and Policy Adjustments: Policies and implementation of primary school teachers may vary from region to region and from school to school. For example, in some regions, supernumerary teacher posts have been created, i.e. a type of post specifically for teachers who have not passed the career development process but have some teaching ability. They teach in schools and generally enjoy more stable contracts and salaries than non-staffed teachers.
It is important to note that there may be differences in the establishment policies and implementation of primary school teachers in different regions and schools. The specific situation should be understood and inquired in accordance with the relevant policies and specific regulations of the local education department.
To sum up, there is a certain difference between the establishment and non-establishment of primary school teachers. Teachers are recruited through open recruitment procedures, enjoy the benefits and benefits provided by public institutions, and have stable work contracts and career development paths. Non-staffed teachers are engaged in teaching work in the form of temporary teachers or contract teachers, and the contract period is generally short, and the salary and career development are relatively unstable. There may be some differences between regions and schools in terms of policies and implementation of primary school teachers.