多重制度逻辑框架下中小学教师流失根源探析

A Multi-Logic Approach to the Causes of Teacher Turnover in Primary and Secondary Schools

通过对20名流失教师的访谈,发现教师流失中的诸多微观行为都可溯源于多重制度逻辑。就外力型教师流失而言,政府的绩效逻辑体现得较为显著,教育部门和学校完成任务的逻辑体现得较弱,个体发展的逻辑体现得微乎其微;就外主内辅型教师流失而言,教育部门和学校完成任务的逻辑体现得较为显著,政府的绩效逻辑处于“幕后”隐而不彰,其后果则是个体发展的逻辑受阻;就内主外辅型教师流失而言,个人发展的逻辑体现得较为显著,教育部门和学校完成任务的逻辑仅在个人发展逻辑的作用下才产生影响,政府的绩效逻辑则体现得微乎其微;就内力型教师流失而言,个人发展的逻辑影响很弱,其他层面的制度逻辑也体现得微乎其微。随着时代的发展,如今的教师流失行为中,绩效逻辑和完成任务的逻辑已日渐式微,个体发展的逻辑则日益凸显。

Based on the interviews on 20 teachers who leave the profession,the study finds many microcosmic behaviors in the dropout process originate from the logic of multiple institutions.In terms ofexternal reasons,the performance logic of the government is more apparent.Instead,the logic that those involved shall complete the task of the schools and the education departments is not sufficient.The logic of the individual is very little.within terms of the external reasons as the main reason and internal reasons as the auxiliary reasons,the logic that those involved shall complete the task of the schools and the education departments is very obvious,whereas the performance logic of the government is“hidden in the dark”,which results in the obstruction of personal development.In terms of internal reasons as the main reasons and external reasons as the auxiliary reasons,the logic of the individuals is more apparent.The logic that those involved shall complete the task of the schools and the education departments only takes effect under the influence of individual logic.The performance logic of the government is very little.In terms of internal factors,the logic of the personal development has less effect.The other logic is very little.Nowadays,the analysis of teacher turnover shows that the logic of performance and task completion has been gradually weakened,while the logic of individual development has become increasingly prominent.