究竟是谁成为了乡村教师——基于人力资本类型与师范生就业选择的调查分析

Who Have Exactly Become Rural Teachers?-An Investigation Based on Human Capital Types and Teacher Candidates'Choice of Employment

师范生乡村从教不仅事关个体就业及其生涯发展,也对乡村教育高质量发展有着深远影响。基于人力资本异质性视角,考察本科师范毕业生毕业后从教、乡村从教和乡村从教获编的样态及异质人力资本的统计效应。调查发现,样本就业形势严峻,从教率与乡村从教率相对较低,从教难和乡村就业不充分矛盾凸显。实证研究分析表明,控制其他因素后,人力资本类型对不同层次从教选择的效应呈现多样化。通用人力资本与专用人力资本积累越多,毕业后从教与乡村从教获编的概率越大;通用人力资本与专用人力资本积累越多,乡村从教概率越小;与通用人力资本相比,专用人力资本对乡村从教概率的负向效应明显;在专用人力资本中,学科竞赛参与对乡村从教概率的负向效应最显著。研究结果并不完全吻合人力资本影响师范毕业生从教的一般机理,折射出当下国别或省域的教育劳动力供求及制度安排的特殊性。促进优秀师范生尽可能从教并顺利成为乡村教师,需要职前优质培养与职后妥善安置统筹兼顾,实现人力资本提升与人职匹配优化的有机结合。

Teacher candidates'teaching in rural areas concerns their individual employment and career development,and has a far-reaching impact on the high-quality development of rural education.Based on the heterogeneity of human capital,this study made a survey of certain undergraduate teacher candidates'teaching profession after their graduation,their teaching profession in rural areas,and their obtainment of the quota of a qualified teacher under the authorized staff size system,along with the statistical effect of heterogeneous human capital.The survey shows the following:Those surveyed faced a severe status of employment,and there was a low rate of their teaching profession and a low rate of their teaching profession in rural areas,which indicated that they had difficulty finding the job of teaching,but they would not grasp possible opportunities to work as teachers in rural areas.An empirical analysis showed that after the control of other factors,different types of human capital had diversified effects on the choice of teaching profession at different levels.The more accumulated general and special human capital,the higher probability of the undergraduate teacher candidates'teaching profession after their graduation,and their obtainment of the quota of a qualified teacher in rural areas under the authorized staff size system;the more accumulated general and special human capital,the lower probability of their teaching profession in rural areas;compared with general human capital,special human capital had a significantly negative effect on the probability of their teaching in rural areas;and in special human capital,participation in discipline-based competitions had the most negative effect on the probability of their teaching in rural areas.The results of this study are not completely compatible with the general mechanism for human capital to affect undergraduate teacher candidates'teaching profession after their graduation,and this reflects the particular supply/demand of educational labor and institutional arrangements in different countries or provinces.To prompt excellent undergraduate teacher candidates to work as teachers after their graduation as much as possible and in particular become rural teachers,we need to attach equal importance to their high-quality pre-service training and their proper after-service placement so as to both raise human capital and optimize their teaching posts.