乡村定向青年教师期内流动探因

A Probe into the Cause for the Mobility of Young Teachers to Be Arranged to Teach in Rural Areas on a Contract Basis by Breaching the Contract in the Period of Service

随着乡村教师定向培养计划的全面推广,乡村定向青年教师逐渐成为乡村教师队伍的中坚力量。当前,乡村定向青年教师期内流动现象突出,其深层缘由亟待研究。期内流动特指尚处于服务期内但主动选择解约并离开乡村学校的行动。理性选择视角下的期内流动,是乡村定向青年教师为追求自身效益最大化而实施的一种“有目的行动”,其动因由个人实力、个体效益最大化、行动风险与收益评估、推力与阻力博弈等构成。基于22位乡村定向青年教师的深度访谈发现,期内流动路径包括读研深造、考编进城、考公及其他(自由行业等)四类,具体影响因素包括个人特质、资源拥有、待遇和地位、生活条件、个人发展需要、得失权衡、同辈参照及推力优势。此外,报考乡村教师定向培养计划时考生自主性缺场,是其入职后萌生“我要重新选择”的另一重要动因。为确保乡村定向青年教师“留得住、教得好”,多方利益主体应从满足个体效益需求、化解行动强推力、增强报考自主性及调整行动风险收益比等方面采取措施,激励其主动履约、高质从教。

With the comprehensive popularization of the program for the cultivation of young teachers to be arranged to teach in rural areas on a contract basis,these young teachers have gradually become the backbone of rural teachers.At present,we need to make an urgent study of the obvious phenomenon of these young teachers'in-service mobility,an action of these young teachers who actively choose to breach the contract and leave rural schools during the period of contract-based service.In-service mobility based on a rational choice,which is a"purposeful"action for these young teachers to pursue their maximized benefits,results from personal strengths,maximized individual benefits,risks of mobility,income assessment,and the balance between impetus and resistance.This study,based on an in-depth interview with 22 such young teachers,finds the following:The routes for mobility include studying as a postgraduate,working as a schoolteacher in a city after taking a unified teacher recruitment examination,working as a public servant after taking a unified entrance examination for public servant recruitment,and doing other jobs(such as doing a freelance job),and the influencing factors include a personal trait of striving for further career development,personal social resources,disadvantageous economic treatment and social status,poor living conditions,personal needs for further development,the balance between gains and losses,and reference to and comparison with peers.Also,lack of autonomy and enthusiasm about the job of a rural teacher during their application for the program for the cultivation of young teachers to be arranged to teach in rural areas on a contract basis is another important motivation for them to"make a new choice"after working as a rural schoolteacher.To ensure that these young teachers get retained and work as good teachers,stakeholders need to take necessary measures,such as catering to these young teachers'needs for individual benefits,eliminating the mandatory prohibition of their mobility,making more efforts to encourage high school graduates to apply for the program for the cultivation of young teachers to be arranged to teach in rural areas on a contract basis,and adjusting their risk-return ratio for mobility so as to stimulate them to actively fulfill their contracts and determine to do a high-quality job of rural teaching.