There is a serious imbalance between male and female teachers in primary and secondary schools. According to the data in the 20 19 national education statistical report, the proportion of female teachers in senior high schools, junior high schools and primary schools in China is 54.37%, 57.8% and 70.02% respectively, and the proportion of male and female teachers in primary and secondary schools is seriously unbalanced.
The proportion of male and female teachers in primary and secondary schools is seriously unbalanced 1 Recently, a "Review List of Open Recruitment Qualifications for Primary and Secondary School Teachers Directly under Xiamen Education Bureau in 2022" was circulated on the Internet, and many people questioned that the gap between male and female teachers who entered the list was too large, which was suspected of gender discrimination.
For example, the lowest score for male teachers is only 20. 13, and the lowest score for female teachers is 56.
Although the relevant parties quickly clarified the recruitment background and rules, they still could not calm the doubts.
The Guangming Daily article pointed out that this actually reflects the imbalance between male and female teachers in primary and secondary schools, and it is becoming more and more prominent.
According to the data in the 20 19 national education statistical report, the proportion of female teachers in senior high school, junior high school and primary school is 54.37%, 57.8% and 70.02% respectively, and the proportion of female teachers in preschool stage is close to 98%.
Compared with 20 years ago, the proportion of male teachers at all stages has dropped by nearly 20 percentage points.
Moreover, the above figures are only the national average, and the proportion of female teachers in some areas and schools is higher, and some primary schools are even all female teachers!
Some educators have commented that, to a certain extent, the imbalance of teachers' gender structure is the result of multiple factors such as educational evaluation, social concept, school management and economic and social development. Objectively speaking, this is not conducive to the normal education and teaching, teacher education and teaching cooperation and education and teaching management of the school to a certain extent.
There is a serious imbalance between male and female teachers in primary and secondary schools. Recently, a screenshot of "Xiamen Teacher Recruitment Qualification Audit List" attracted the attention of netizens. Netizens questioned that the gap between the test scores of male and female teachers who entered the list was too large, which was suspected of gender discrimination. Subsequently, although the organizer explained the recruitment background and rules, the discussion did not stop.
The reality behind this discussion is the imbalance between male and female teachers in primary and secondary schools. In recent years, this problem has become increasingly prominent. According to the data in the 20 19 national education statistical report, the proportion of female teachers in senior high school, junior high school and primary school is 54.37%, 57.8% and 70.02% respectively, and the proportion in preschool stage is as high as 98%.
The proportion of female teachers in some areas and schools is much higher than the above-mentioned overall proportion, and many primary schools only have all female teachers. Compared with 20 years ago, the number of male teachers has decreased by nearly 20 percentage points, and in recent years, the number of female teachers has surpassed that of male teachers, and it is still developing and intensifying.
There is a serious gender imbalance among primary and secondary school teachers. Objectively speaking, to a certain extent, it is not conducive to the normal education and teaching work of the school, the cooperation between teachers and teaching, and the management of education and teaching. In this case, it is reasonable and necessary for all localities to take measures to coordinate the serious imbalance between male and female teachers in teacher recruitment. But also related to the gender role orientation and personality development of minors. This is a big problem related to the future of each individual and even the whole society, and the whole society should reach a consensus on it.
In view of the imbalance between male and female teachers in primary and secondary schools, in recent years, various places have been exploring measures to recruit and train more male teachers, but the problem has not been effectively solved. Therefore, in the recruitment of teachers, the number of positions for male and female teachers is generally clearly defined according to actual needs.
Of course, to solve this problem, we should not be limited to the recruitment process, but also improve the overall educational evaluation from the source to stimulate the male advantage potential. At least in the process of enrollment in normal colleges, we should determine a reasonable proportion of male and female enrollment according to the needs and improve the training mechanism.
This requires us to consider the family and social roles of students, parents, candidates, in-service teachers, male and female teachers in a balanced way in a fair system while adhering to systematic and substantive fairness. In reality, the income of primary and secondary school teachers is generally not high. To solve this problem, it is necessary to improve the treatment of teachers, innovate the post setting policy, and enhance the attractiveness of teachers' posts to men.
To some extent, the imbalance of teachers' gender structure is the result of multiple factors such as educational evaluation, social concept, school management and economic and social development. To build a high-quality education system and meet the people's demand for education development, we need to follow the mechanism and take multiple measures to solve a series of problems such as men's willingness to be teachers and be good teachers from the whole process and system.
In particular, it is necessary to establish a more humanized and diversified teacher management and evaluation mechanism, so that both male and female teachers can give full play to their strengths and gain a sense of accomplishment and honor, thus encouraging more outstanding men to become teachers.
In the recruitment process, in order to ensure fairness, the reasonable interval of each quantitative index can be determined in advance according to the actual situation, so as to reduce human factors and operations beyond the bottom line. However, it must be reiterated that it is impossible to solve the imbalance of gender structure of primary and secondary school teachers only by adjusting the recruitment link. Social concern and pressure can't just focus on this link.
Even if it is difficult for the relevant government departments to take effective measures on a larger scale in the short term, it is necessary to select several key points to promote the proportion of male teachers to rise to a reasonable range. In short, comprehensive evaluation, balancing all parties and giving consideration to fairness should be the basic principles for dealing with gender issues in teacher recruitment.
There is a serious imbalance between male and female teachers in primary and secondary schools. Recently, a screenshot of "Fujian Xiamen Teacher Recruitment Qualification Audit List" attracted the attention of netizens. In this list, the written test score of the sixth position of "primary school Chinese teacher (male)" is 20. 13, while the written test score of the sixth position of female teacher candidate is 56, with a difference of 35.87 points, both of which are on the list of qualification examiners.
In response, the Xiamen Municipal Education Bureau responded that entering the audit list does not mean being admitted. The reason why some schools recruit teachers to set up separate posts for men and women is to solve the problem of serious imbalance between male and female teachers in some study sections and disciplines.
In recent years, the problem of imbalance between male and female teachers in primary and secondary schools is really prominent. According to the data of the Ministry of Education, the proportion of male teachers in primary and secondary schools has been declining year by year in recent years. In 2020, among the full-time teachers in primary schools, junior high schools and senior high schools, the proportion of male teachers was 28.83%, 465, 438+0.65, 438+09% and 44.37%, which was 7.44%, 5.3% and 4.29% lower than that in 2065 and 438+05, respectively.
Based on this phenomenon, it is understandable that some schools want to increase the proportion of male teachers. But the problem is that attracting male teachers by "lowering the recruitment threshold" not only makes the written test meaningless, but also seems biased and sexist.
The simplest understanding is that the score of 20 points in the written test is worrying from the perspective of preparation attitude and professional knowledge reserve. Many people's worries are not unreasonable: can such a level teach children well? Will it mislead people? Even if the local education bureau responds, entering the review does not mean being admitted. As long as there is an opportunity, it is possible to be selected.
What's more, the original intention of setting up men's and women's positions in the local area is to be moderately inclined to men, so it is not clear whether the judges will consider this factor in the interview. In this way, on the surface, the problem of imbalance between male and female teachers has been solved, but the problem of obvious disparity in teaching professional level has also appeared.
Meritorious admission should be the basic principle of recruitment examination. If you don't set a basic passing line for the written test scores, it will undoubtedly "bury the mine" for the quality of education and provide a space for those with ulterior motives to transfer benefits.
Moreover, artificially restricting recruitment by gender will actually cause unfairness to female candidates. China's "Labor Law" clearly stipulates that when hiring employees, except for jobs or posts that are not suitable for women as stipulated by the state, it is not allowed to refuse to hire women or raise the employment standards for women on the grounds of gender. Some lawyers have analyzed that teachers' posts do not belong to jobs or posts that are not suitable for women as stipulated by the state, and admission according to gender will inevitably lead to employment inequality.
In fact, except for a few positions, the written test scores of female teachers in primary and secondary schools are generally higher than those of male teachers, which is why some schools choose to set up male and female positions separately. Just setting restrictions mechanically in this way will inevitably aggravate the "involution" tendency of female candidates and even lead to the situation of "high score punishment". If only because they are girls, they will face more fierce competition, while boys can "relax with low scores", which inevitably makes people question the fairness and justice of the exam.
It is possible to balance the ratio of male and female teachers, but it should not be done in an unreasonable way, let alone at the expense of the quality of education. Using "double standards" to select male and female candidates is obviously not the optimal solution to this problem.
A more reasonable idea should be to further enhance the attractiveness of the teaching profession itself. If the attraction is enhanced, the relevant competition will be more full, and naturally there is no need to worry about the serious shortage of male teachers.
In order to improve the economic and social status of primary and secondary school teachers, it is necessary to strictly implement the regulation that the average wage income of compulsory education teachers is not lower than that of local civil servants, and comprehensively consider the development space and work freedom of teachers to reduce the reasons for "male persuasion". For example, the stereotype that "women are more suitable to be teachers" and "boys have no future in normal colleges" is also something that society needs to correct and reflect on.
In short, balancing the gender ratio of teachers does not depend on blindly lowering standards. When the teaching profession itself has decent treatment and bright development prospects, it will naturally enter the professional vision of more people, and excellent male teachers will follow.