The advantages and disadvantages of county management school employment

The advantages and disadvantages of county-managed school recruitment are as follows:

1. The principal has too much power

The county-managed school recruitment reform gives the principal greater power And autonomy, the principal can hire and fire teachers independently according to the needs of the school, and can also evaluate, reward and punish teachers. This distribution of power is conducive to improving school management efficiency and flexibility, but it may also lead to the following problems:

Principals may engage in nepotism and abuse their power, affecting teachers' fair competition and career development. For example, the principal may favor his cronies or connections by providing them with more resources and opportunities while ignoring other outstanding teachers; or the principal may arbitrarily fire or demote some unsatisfactory teachers in order to cater to superiors or personal interests. treatment and status.

Principals may overly interfere in teachers’ professional activities and weaken teachers’ professionalism and creativity. For example, the principal may force teachers to design and implement teaching according to their own wishes or unified standards, without respecting the individuality and differentiation of teachers; or the principal may focus too much on test scores and evaluation indicators, while ignoring teachers' professional development. and the overall development of students.

In response to these problems, the countermeasures are as follows:

Establish and improve the supervision and restraint mechanism of county-level education administrative departments on school principals. For example, the county-level education administration department can regularly inspect and evaluate schools to promptly discover and correct the principal's inappropriate behavior; or the county-level education administration department can establish a third-party evaluation agency or expert committee to objectively evaluate the school's management level and effectiveness. and fair evaluation.

Establish and improve the democratic management and participation mechanism within the school. For example, schools can set up organizations such as teachers’ congresses or trade unions to protect teachers’ legitimate rights and interests and channels of expression; or schools can carry out various forms of democratic consultation or voting activities to allow teachers to participate in major decision-making and management of the school.

2. Teachers’ sense of belonging is reduced

The county management school recruitment reform has increased the mobility and competition of teachers. Teachers are no longer the school’s staff, but the school’s contract personnel. , the recruitment and dismissal of teachers must go through the unified management and deployment of the county-level education administrative department.

This kind of reform is conducive to breaking the original "iron rice bowl" system, promoting teacher exchanges and job rotations, stimulating teachers' vitality, balancing educational resources, and improving the quality of education. However, this reform may also lead to the following problems:

Teachers’ sense of belonging is reduced, which may lead to increased psychological pressure on teachers, reduced work enthusiasm, and impaired teaching quality. For example, teachers may feel that they have no stable job and income security, and may be transferred or fired at any time, resulting in anxiety and uneasiness; or teachers may feel that they are not respected and recognized by the school and society, resulting in loss and depression.

The increased mobility of teachers may lead to the weakening of the emotional connection between teachers and students and affect the teaching effect. For example, teachers may be unable to establish deep teacher-student relationships with students because they frequently change schools or classes, thereby affecting students' trust and dependence; or teachers may be unable to conduct effective teaching because they are unfamiliar with the new school or class. Instructional design and implementation, thereby affecting student learning outcomes.

In response to these problems, the countermeasures are as follows:

Establish and improve the care and support mechanism for teachers by county-level education administrative departments. For example, the county-level education administration department can provide teachers with stable and reasonable wages, social security, career development and other guarantees; or the county-level education administration department can provide teachers with professional and personalized training, guidance, consultation, etc. services.

Establish and improve the unity and collaboration mechanism within the school. For example, the school can provide a warm and friendly reception or farewell for new or departing teachers to enhance their sense of belonging to the school; or the school can organize various forms of team building or exchange activities to enhance communication between teachers and cooperation.