Underdeveloped areas still need to practice more "internal skills". CCTV: To avoid excellent teachers being "poached" by regions | excellent teachers | internal skills
Recently, a reporter from China Central Radio and Television Network interviewed several high school teachers in central and western provinces such as Gansu, Chongqing, Anhui, and Shanxi, and found that some schools in economically developed areas have thrown "olive branches" to local excellent teachers, causing many excellent teachers to flow out and a series of chain reactions to the outflow areas, including a decline in education quality, weak talent cultivation, and damage to school reputation.
The loss of excellent teachers in the central and western regions, especially in rural areas, is not a new problem that has emerged in recent years. Not long ago, the General Office of the Communist Party of China and the State Council issued the "Opinions on Building a Quality and Balanced Basic Public Education Service System", emphasizing the need to promote regional coordinated development, and developed regions are not allowed to poach outstanding principals and teachers from the central and western regions and the northeast region. However, although the ban on "poaching" to some extent eliminates the "external factors" of teacher turnover, in order to fundamentally retain excellent teachers in underdeveloped areas and rural areas, it is necessary to practice more "internal skills" and solve the "internal factors".
It is undeniable that the most important reason for the outflow of excellent middle school teachers in the central and western regions is to strive for better treatment and development space. Their treatment not only cannot be compared to that of the eastern region, but there is usually a significant gap in treatment compared to some schools in the province or local areas. Especially in the central and western regions, the economic development conditions of counties are relatively poor, and investment in education resources is limited. Therefore, it is necessary for the central and western regions to continue to increase their support for county-level education within their respective provinces. For example, in promoting rural revitalization, targeted efforts should be made to strengthen county-level education resources. By effectively tilting educational resources, we aim to alleviate the imbalance in the distribution of educational resources, and focus on improving the treatment of secondary school teachers in the county and the development space of basic education in the county. We aim to provide more material and spiritual opportunities for outstanding teachers in the county to have a greater sense of achievement.
To curb the loss of excellent teachers in county-level middle schools in the central, western, and northeastern regions, the key is to continuously enhance the "hematopoietic" capacity of the county-level economy. If the county-level economy develops well, not only will there be more support for education, but it can also retain and attract more population and students, which is conducive to strengthening the hope of excellent teachers for the development of county-level education. Only by retaining excellent local teachers and improving the quality of education can local development receive more talent support.
