中西部地区特岗教师职业发展及其留任的影响因素分析——基于六省市基线调查数据

An Analysis of the Influencing Factors of Professional Development and Retention of Special Post Teachers in the Midwest: Based on baseline survey data of six provinces and cities

本文采用贵州、重庆等六省市特岗教师基线调查数据,在控制教师个体特征、职业特征、家庭背景特征等条件下,运用逻辑回归模型就特岗教师职业发展及其留任意愿的影响因素进行了分析。研究发现,特岗教师个人特征以及职业特征均会对其职业发展产生影响;职业发展作为一种非货币性补偿,的确能对特岗教师留任意愿产生显著影响,加大职业发展扶持力度有助于留住乡镇校、村完小、教学点以及本地的特岗教师;年轻特岗教师更看重职业发展环境优劣,而年长特岗教师则更看重职称晋升机会多寡。基于发现,本文提出为特岗教师提供更多职业发展机会与培训、优化特岗教师职称晋升机制、延长中央对特岗教师资金支持年限等政策建议。

Based on the baseline survey data of special-position teachers in Guizhou, Chongqing and other six provinces, this paper analyzes the influencing factors of special-position teachers’ career development and their willingness to stay by using logistic regression under the conditions of controlling teachers’ individual characteristics, professional characteristics, family background characteristics and so on. The study found that the personal characteristics and professional characteristics of special-position teachers will have an impact on their career development;As a kind of non-monetary compensation, career development can indeed have a significant impact on the willingness of special-position teachers to stay. Increasing the support for career development will help to retain township schools/village schools/teaching sites and local special-position teachers;Young special special-position pay more attention to the quality of the professional development environment, while older special-position teachers pay more attention to the opportunities for professional title promotion. Based on the findings, this paper proposes to provide more professional development opportunities and training for special-position teachers, optimize the professional title promotion mechanism of specialposition teachers, and extend the central government’s financial support for special-position teachers.