Why does the implementation of the teacher withdrawal mechanism promote salaries**?
From 2023 to 2028, there will be an increase in teacher salaries, which is undoubtedly good news. However, this does not mean that the workload of teachers will be reduced. In fact, teachers have different workloads, and they face different issues and challenges at different stages of their careers.
The workload of junior high school teachers is relatively heavy, as the lower grades and the compulsory education stage are the most difficult times for students, and teachers have to deal with students' psychological and behavioral problems. On the other hand, the workload of high school teachers should not be underestimated, and teachers have to spend more time and energy tutoring students due to the increased academic performance and pressure to go on to higher education. Professional teachers and university professors have a relatively light workload, but they also face other challenges, such as research projects and personnel selection. Although there is a shortage of teachers, especially for cultural subjects, the problem of a surplus of teachers cannot be ignored.
At present, more than 10 provinces and cities have piloted the withdrawal mechanism for teachers. In short, the essence of teacher management is to go up to the capable and the mediocre to go down, and resolutely put an end to egalitarianism and"Big mouth"Phenomenon.
At the same time, in the future, teachers' salaries will be in line with the average salaries and earnings of local civil servants, but the focus will be on rewarding teachers and administrators who have contributed, performed and achieved excellent results, rather than increasing them all.
In order to implement the teacher appointment system and contract management system, some provinces and cities have piloted the teacher dismissal project, achieved quality improvement through balanced training of teachers, gradually eliminated Buddhist teachers, teachers without expertise and mediocre teachers, and introduced scientific teacher management methods and measures.
In general, the core of teacher management is to promote teachers with better performance, and at the same time strengthen the incentives for work in difficult and remote areas, and improve the wages and benefits in rural areas, which is the reciprocal requirement for the balanced development of the quality of teachers in compulsory education. "The construction of the teaching staff is a long-term and arduous task, a long-term and arduous task, and a long-term and arduous task"。Therefore, teachers need to continuously improve their professional skills and qualities to better cope with the needs and challenges at different stages. An important way to achieve this is to increase performance-based compensation.
Since salaries are determined on the basis of teachers' performance and contributions, increasing the total salary can motivate teachers to work and improve the quality of education. Another approach would be to increase the proportion of salaries paid by position.
Job title is an important criterion for evaluating teachers' professional skills and abilities, and increasing the proportion of job title in salary can motivate teachers to continuously improve their professional skills and knowledge.
Another effective way to do this is to increase the salary subsidy for middle and lower-level teachers. The salaries of middle and low-level teachers are relatively low, and increasing their salaries can help motivate them and keep them engaged in their work. Another effective way is to concentrate the total annual bonus between $5,000 and $100,000 and give targeted higher or lower rewards. This can stimulate teachers' sense of competition and motivation to work.
However, we do not believe that a system of permanent exclusion of teachers is appropriate. Teachers are professionals who need time and experience, and a permanent exclusion system may undermine their motivation and work ethic. Rather, we believe that teachers should be managed at senior, associate senior, intermediate, and junior levels, and that special recognition for teachers and recognition of their 30 years of teaching experience should be based on awards, awards, and honors.
Over time, these incentive systems can evolve to a stage where they are tied to bonuses and grants. This is a necessary condition for the creation of a new era for teachers, and it is also an important symbol of scientific progress in teacher remuneration and reward.
There will be three major changes in teacher pay and benefits growth over the next five years.
First, it is possible to increase the proportion of remuneration for those who have more than 30 years of teaching experience.
Second, the total amount of performance-linked remuneration can be adjusted in line with internal average salary trends and civil service salary adjustments.
Third, the proportion of middle and senior teachers is likely to increase even faster. There may be ambiguity in the above ** and recommendations. Therefore, we sincerely invite you to express your views in the comment area, together**.