增强职业吸引力：教师生涯管理改革的国际经验与启示

王晓莉; 张真珍

增强职业吸引力：教师生涯管理改革的国际经验与启示

华南师范大学教育科学学院，广东广州 510006

基金项目:

2023年度全国教育科学规划一般项目“基于实践情境的教师专业道德能力测评方法开发与应用研究” BEA230080

2022年度广东省哲学社会科学规划一般项目“学习科学视角下中小学教师专业伦理观念发展与提升研究” GD22CJY15

详细信息

作者简介:
王晓莉，女，山东青岛人，华南师范大学教育科学学院教授，主要研究方向为道德教育、教师教育和基础教育，电子邮箱：wangxl777@foxmail.com

张真珍，女，河南新乡人，华南师范大学教育科学学院硕士研究生，主要研究方向为家庭教育和基础教育

中图分类号: G515.1
计量
- 文章访问数: 1376
- HTML全文浏览量: 1162
- PDF下载量: 12
- 被引次数: 0
出版历程
- 收稿日期: 2024-04-09
- 网络出版日期: 2024-12-09
- 刊出日期: 2024-10-25

Enhancing Career Attraction: International Experiences and Enlightenments on the Reform of Teacher Career management

School of Education, South China Normal University, Guangzhou 510006, China

摘要

摘要: 教师生涯管理关系到教师职业的吸引力、教师队伍的稳定以及教师专业发展的可持续性，最终关乎着教育的高质量发展。已有研究表明，教师生涯管理共有“单一薪资”“绩效奖金”“基于评价的工资提升”和“生涯阶梯”四种管理模式，并由单一型向复合型过渡。通过深入比较各国教师生涯管理模式的结构、优缺点及其实施路径，提炼教师生涯管理在结构融贯性、评价适切性、实施协调性等方面的经验，旨在为中国教师队伍建设综合改革的深化提供借鉴，确保教师职业吸引力，激发教师专业发展内在动机，提升教育质量。
- 教师 /
- 生涯管理 /
- 职业吸引力 /
- 比较研究
Abstract: Teacher career governance is intricately linked to the attractiveness of the teaching profession, the stability of teaching teams, and the sustainability for teachers' professional development, all of which are fundamental to ensuring high-quality and sustainable development of education. Many countries are in the process of implementing reforms in teacher career governance. According to the researches, there are four management models: "single salary", "bonus pay", "salary progression based on evaluation" and "career ladder", transitioning from singular model to more composite approaches ones. Through a comprehensive comparison of various governance models worldwide and their merits and drawbacks as well as their implementation pathways, valuable insights emerge in the experience of teacher career governance regarding the structural coherence, evaluation appropriateness, and implementation coordination.These insights serve as guiding principles for the comprehensive management reforms of teachers in our nation, ensuring that teaching remains an appealing profession, fostering intrinsic motivation for professional development, and ultimately enhancing educational quality.
- Teacher /
- Career governance /
- Career attraction /
- Comparative research

HTML全文

图 1 新加坡教师生涯阶梯结构

注：根据新加坡教育部官网信息及联合国教科文组织“Teacher Career”项目报告制作。

下载: 全尺寸图片幻灯片

表 1 教师生涯管理的四种模式

	管理模式	评价标准	激励方式	晋升通道	激励效果	管理上的利弊
一代	单一薪资模式	学历资历	薪酬岗位	垂直通道	提高职业吸引力与教育质量无关	行政管理和财政预算压力小
第二代	绩效奖金模式	学生成绩特殊教学业绩	一次性经济奖励和荣誉	无	依赖外部动机增加恶性竞争降低留任率	行政管理和财政预算压力小需要科学的评价系统
	基于评价的薪资提升模式	教育知识学科知识学生表现	薪酬	无	激发专业发展的内在动机增强职业吸引力	改变基本薪资结构增加财政预算需要健全的评价系统
	阶梯模式	教学表现	薪酬岗位	垂直通道水平通道	激发专业发展的内在动机增强教师专业自主性增强职业吸引力	改变基本薪资结构增加财政预算需要科学的评价系统和明确的职责规定
资料来源：综合“教师生涯管理”研究项目的多份报告译制，详见：BARBARA T, CHLOE C. Teacher Career Reforms: Learning from Experience[R/OL].(2019)[2023-09-04].https://www.iiep.unesco.org/en/publication/teacher-career-reforms-learning-experience.

下载: 导出CSV

表 2 各国采用的教师生涯管理模式

国家	单一薪资模式	基于评价的薪资提升模式	生涯阶梯模式	绩效奖金模式
哥伦比亚	+	+	+
墨西哥	+	+	+
南非	+	+	+
纽约市	+		+
苏格兰	+		+
立陶宛	+		+
厄瓜多尔		+	+	+
秘鲁		+	+	+
泰国		+	+
埃塞俄比亚			+
注：厄瓜多尔设计了绩效奖金模式但未实施。资料来源：CINTHIA C M. Reforma de la carrera docente en Ecuador.(2019)[2023-09-07].https://www.iiep.unesco.org/es/publication/reforma-de-la-carrera-docente-en-ecuador-estudio-de-caso.

下载: 导出CSV

参考文献(21)

[1]	PAUL B, KWAME A. Teacher motivation in Sub-Saharan Africa and South Asia: Researching the issues[M]. London: Department for International Development Publications, 2007: 26.
[2]	WORLD BANK GROUP. World development report 2018: Learning to realize education's promise[EB/OL]. [2023-09-03]. https://www.worldbank.org/en/publication/wdr2018.
[3]	BARBARA T, CHLOE C. Teacher Career Reforms: Learning from Experience[EB/OL]. [2023-09-04]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-learning-experience.
[4]	怀进鹏. 国务院关于教师队伍建设和教师法实施情况的报告[EB/OL]. (2021-10-21)[2023-09-03]. http://www.npc.gov.cn/c2/c30834/202110/t20211021_314163.html.
[5]	LUCY C. Teacher Career Reforms in Scotland[EB/OL]. [2023-09-03]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-scotland.
[6]	CLAUDIA B A. Teacher career reforms in Colombia[EB/OL]. [2023-09-04]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-colombia.
[7]	EMILINANA V. Incentives to Improve Teaching: Lessons from Latin America[EB/OL]. [2023-09-04]. https://openknowledge.worldbank.org/server/api/core/bitstreams/236d907e-d434-513b-b306-cfa4960e6cc9/content.
[8]	SYLVIA B S. Teacher career reforms in Mexico: The initial stage(2013-2015)[EB/OL]. [2023-09-04]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-mexico-initial-stage-2013-2015.
[9]	ROLAND G F. Teacher Incentives and Student Achievement: Evidence from New York City Public Schools[J]. Journal of Labor Economics, 2013(2): 373-407.
[10]	MARGARITA M C. Teacher Career Reforms in Peru[EB/OL]. [2023-09-04]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-peru.
[11]	LUCY C. Exploring the Impact of Career Models on Teacher Motivation[EB/OL]. [2023-09-05]. https://www.iiep.unesco.org/en/exploring-impact-career-models-teacher-motivation-9333.
[12]	JESSE R. Measuring the Impacts of Teachers: Comment[J]. American Economic Review, 2017(6): 1656-1684. https://ideas.repec.org/p/cdl/econwp/qt0bt6r8br.html
[13]	BARBARA B, JAVIER L. Great teachers: How to Raise Student Learning in Latin America and the Caribbean[EB/OL]. [2023-09-07]. https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf.
[14]	TIMOTHY S, STEVEN G. Teacher Bonuses for Extra Work: A Profile of Missouri's Career Ladder Program[EB/OL]. (2009-05-29)[2023-09-07]. https://www.mathematica.org/publications/teacher-bonuses-for-extra-work-a-profile-of-missouris-career-ladder-program.
[15]	YUSUF S, TARRYN K. Teacher Career Pathways in South Africa: Insights from the Western Cape[EB/OL]. [2023-09-08]. https://www.iiep.unesco.org/en/publication/teacher-career-pathways-south-africa-insights-western-cape.
[16]	WOSSENU Y. Teacher career reforms in Ethiopia[EB/OL]. [2023-09-08]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-ethiopia.
[17]	CINTHIA C M. Reforma de la carrera docente en Ecuador[EB/OL]. [2023-09-07]. https://www.iiep.unesco.org/es/publication/reforma-de-la-carrera-docente-en-ecuador-estudio-de-caso.
[18]	LUCY C, BARBARA T. Teacher Career Pathways in New York City[EB/OL]. [2023-09-09]. https://www.iiep.unesco.org/en/teacher-career-pathways-new-york-city-9198.
[19]	IEVA R. Teacher Career Reforms in Lithuania[EB/OL]. [2023-09-09]. https://www.iiep.unesco.org/en/publication/teacher-career-reforms-lithuania.
[20]	OECD. Working and Learning Together: Rethinking Human Resource Policies for Schools[EB/OL]. (2019-12-11)[2023-09-10]. https://www.oecd-ilibrary.org/education/working-and-learning-together_b7aaf050-en.
[21]	OECD. Evaluating and Rewarding the Quality of Teachers: International Practices[M]. Paris: OECD Publishing, 2009.