摘要
提高教师经济地位是保证我国教师队伍建设健康发展的重要手段。采用定序变量logistic回归分析方法,对我国东部、中部、西部地区六个省份的24 797名中小学校和幼儿园教师进行问卷调查。结果发现:我国基础教育教师对国家提高教师经济地位政策落实情况的认知处于中等略偏上水平,且在性别、城乡、任教地区等变量上均存在明显差异。为此,应完善教师工资待遇保障和优化教师工资评定机制,特别是对薄弱地区教师给予更多支持,并鼓励教师通过提升个人素质来提高自身经济地位。
Improvement on teachers′ economic status is a major measure of guaranteeing the sound development of teaching staff in China.This study has conducted a questionnaire survey on 24 797 teachers in basic education from six provinces in eastern,central and western China,using the logistic regression analysis method.It found that the cognition of basic education teachers on the implementation of policies to improve their economic status is slightly above the medium level,but obvious differences are seen in variables such as gender,urban and rural regions,and teaching areas.To this end,we should strengthen the implementation of the policy of guaranteeing teachers′ salary,especially giving more support to teachers in underdeveloped areas,and encouraging teachers to enhance their economic status by improving personal quality.
作者
荀渊
孙天赐
XUN Yuan;SUN Tianci(Faculty of Education,East China Normal University,Shanghai 200062,China)
出处
《教师发展研究》
2024年第3期40-47,共8页
Teacher Development Research
基金
国家社科基金“十三五”规划教育学重点课题“新时代提高教师地位的政策体系研究”(AFA200007)。
关键词
基础教育
教师经济地位
工资待遇
basic education
teachers′economic status
salary treatment
作者简介
荀渊,华东师范大学教育学部研究员,博士生导师,教育学博士,主要从事教师教育研究,E-mail:yxun@dedu.ecnu.cn;孙天赐,华东师范大学教育学部硕士研究生,主要从事教师教育研究。
