中小学教师职业生涯发展与教学工作激励——来自中国农村的经验

Teacher Career Development and Teaching Incentive in Rural Schools

传统的教育经济学观念认为,教师的受教育水平是有价值的,较高的受教育水平往往可以带来较高的经济收益,从而促成教师较好的工作激励和积极性。但是关于发展中国家教师经济收益的研究结果并没有很好地支持这一观念——越好的教师可以得到越高的工资。教师如何在整个教学过程中发挥作用,这是分析教师教学行为与教学质量的一个非常重要的问题。那么,在教师薪酬激励失效或者无法实施的情况下,从教师职业发展、职业生涯的角度进行教师的教学工作激励研究显得更为重要。基于中国农村数据的经验分析结果表明,农村中小学教师的工资主要取决于教师的教龄和职称,而与教师个人的教学质量没有直接的显著相关性;良好的教师职业生涯发展可以提高教师工作的积极性和努力程度,从而提高教师的教学质量和学生的学业成绩。教师学历提高的时间越短、速度越快、学历提高增长值越大、教师积极地参与教学研究,那么教师所教学生的学业成绩提高的越快;对于不同年龄段教师的分析表明,教师职业发展对提高教师教学质量的有效性,在40岁之前较为突出,这在25岁到30岁年龄段体现得更为明显。因此,虽然良好的教师职业发展作为一种教学激励,可以提高教师的教学质量,但这种有效性是有年龄阶段限制的。可以判定,在农村地区中小学教育系统中形成的、通过教师职业生涯发展体现的教学激励,能够提高教师的教学质量和学生的学业成绩,这是在薪酬激励失效后,较为有效的一种教学激励,是值得赞许和推广的。

The traditional theory of educational economics believes that teachers＇ education level is valuable： more education generally means higher pay, which would result in better incentive for teaching. However, this is not true in developing countries. How the teachers play their role in teaching is a critical issue for addressing the relationship between the teachers＇ performance and the teaching quality. It is then important to analysis teaching incentive from the perspective of teachers＇ career development. The data from the Chinese countryside show that the teachers＇ pay in the countryside is largely dependent on their teaching years and rank, not related significantly to their teaching quality. The present paper proposes that better career development could improve the teaching quality through teachers＇ incentive and teaching effort.