The proportion of teachers in different schools is different, some schools have more old teachers and some schools have more new teachers. Many old schools have a limited number of professional titles because there are many old teachers. In order to take care of the old teachers, the school gives preferential policies, which limits the evaluation and employment of young teachers to a certain extent, and also dampens the enthusiasm of young teachers for development to a certain extent. On the contrary, the teacher structure of some newly-built schools is more reasonable, and there is more room for the evaluation and employment of school titles, which is more conducive to the development of young teachers. Therefore, when the same group of teachers are assigned to different schools, the development direction will be different, and the evaluation and employment results of school titles will also be very different. This has also led to different professional title evaluation systems in many schools. Therefore, what kind of school the teacher is assigned to determines the speed of his promotion to a certain extent. The same efforts may make it easier for him to be promoted in his new school. The leaders of the school will change every few years, and each leader's development ideas are different, which leads to different policy orientations, which will affect the professional title evaluation and employment system to a certain extent, resulting in many teachers' work in previous years, which may lose value in professional title evaluation and employment.

Teachers in different disciplines have different working methods, and the evaluation methods of small disciplines and large disciplines are also different. Through investigation, most schools have low evaluation scores for teachers of minor subjects. For example, in some schools, the coefficient of major disciplines is 1.2, and the coefficient of minor disciplines is 0.9, which may be lower, which will increase the difficulty of evaluating and hiring teachers in minor disciplines to some extent. However, there may be great differences in the quality of students in different classes of the same subject, which also affects the overall teaching level of the class to some extent. So it is difficult to use a standard to measure the teaching level of teachers. The assessment of most schools will take teaching achievement as an important assessment index to evaluate a teacher's ability, and also as an important basis for year-end assessment, which is an important basis for evaluating a teacher's working ability and professional title.

After the unification of professional titles, it is the blessing of all teachers. Many old teachers feel motivated and rekindle their enthusiasm for work. But it didn't last long. After a period of trying, they found that it was a castle in the air. First of all, they are not exposed to the harsh environment. As they grow older, they can't compete with new teachers, and it is difficult for them to win honors at the municipal and provincial levels, which limits their evaluation and employment to some extent. Secondly, most senior titles are in the hands of school leaders. Originally, the number of senior titles in compulsory education schools was limited, but through investigation, it was found that most of the candidates for senior titles were school leaders, and ordinary teachers in the front line rarely had access to them. This has greatly dampened the enthusiasm of front-line teachers.