First, dedication and income are not equal.
For a long time, our requirements for teachers' professional ethics have overemphasized dedication, and teachers are often required by the standards of sages. Teachers are candles that illuminate others and burn themselves. If teachers take the initiative to ask for conditional treatment, they are considered to be immoral and despised. In this cultural atmosphere, teachers' labor (including explicit and implicit labor, direct or indirect labor, and labor inside and outside the workplace) is often ignored, even by their own students, and it is difficult to get corresponding political and economic treatment and remuneration. When teachers devote themselves wholeheartedly to their careers, but their labor is occupied for free or not recognized by others, or this kind of labor cannot guarantee that they can support their families, win social respect, gain social reputation and status, and satisfy their desire for survival and development, this enthusiasm will inevitably not last.
Second, the rights and obligations are unbalanced.
Although there are laws such as "Teachers Law" and "Education Law" to protect teachers' rights and interests, in fact, teachers' rights and interests have not really been implemented.
Most schools have many rules and regulations, and there are various quantitative and qualitative assessment methods. However, in any case, it emphasizes how schools manage and control teachers, and basically does not take into account how teachers exercise their power and give play to their initiative in teaching. Pay more attention to obligations, less attention to rights, more obedience and less autonomy. Obviously, teachers are not regarded as masters of teaching, but as robots that can be manipulated at will. In fact, quite a few teachers have not felt that they are the masters of the school, and their initiative and creativity in their work have not really been brought into play.
Third, the workload is too heavy
As far as I know, teachers everywhere are generally overworked, especially middle school teachers. According to the "standard" stipulated by the Ministry of Labor and Social Security, the average monthly working days of employees are 20.92 days, and the time is 167.4 hours. In fact, primary school teachers practice the weekend system, and the monthly working hours are 20-22 days, about 187 hours, while middle school teachers work for 26-28 days, with an average of 12- 15 hours per day, far exceeding the national standard. The vast majority of teachers have been repeating the work rhythm of "6 am to night 10 pm" and the life path of "school-living" for many years, and they are in a monotonous working state. Long-term overload operation and pressure from parents, students, leaders and colleagues have caused great harm to teachers' body and mind, and a considerable proportion of teachers are in sub-health state. According to a survey of 2,292 teachers in Liaoning Province conducted by the national mental health research group of primary and secondary schools in April, 2006, it is found that 90% teachers have job burnout, 40% have mental health problems, 2.5% have mental illness, 20% have physical health problems, and suffer from various occupational diseases (such as pharyngitis, cervical spondylosis, alopecia, hypertension, nervous insomnia, etc.). ). The average life expectancy of teachers is also lower than that of the whole society.
Fourth, the evaluation system is rough.
The purpose of teaching evaluation is to measure teachers' labor performance, and the evaluation should be comprehensive, objective, accurate and meticulous, giving consideration to unity and diversity, and combining quantitative with qualitative. However, in practice, wisdom is valued over morality, and the only basis for evaluation is simply the examination results and the proportion of entering higher schools, ignoring the individual differences of teachers and the diversity and complexity of teaching. Usually, complex problems are simplified and diversity problems are measured in the same way. Especially administrative intervention, subjective assumptions, artificial feelings, likes and dislikes, etc. All of them have damaged the objectivity, accuracy and impartiality of teaching evaluation, so there has been a phenomenon that those who exploit the loopholes benefit and those who work hard suffer. In many cases, teaching evaluation is quite different from the actual situation, which not only fails to motivate the advanced and spur the backward, but also dampens the enthusiasm of some comrades, corrodes the teaching atmosphere and worsens the educational environment.
Verb (abbreviation of verb) unfair competition mechanism
Due to the particularity of the profession, the political life of most teachers is bleak, and there are few opportunities to be restricted in promotion and appointment. Few teachers have the opportunity to be promoted, let alone become famous teachers. Therefore, most teachers focus on the promotion of professional titles, the award of honors, the distribution of bonuses and so on. The reality is that the field of education is by no means pure land. In terms of job title evaluation, post appointment, honor award, post arrangement, allowance distribution, etc. Because there are no specific and clear rules, there is too much room for flexibility and there is no open, fair and transparent mechanism. It often becomes a trading place for power, money and women, and an arena full of dangers. Some teachers seek jobs, win honors and succeed repeatedly through abnormal means, which greatly damages the honorary title, position and position. Although this phenomenon is not universal, it pollutes the humanistic environment in education and distorts teachers' personality, which has become one of the important reasons for the decline of teachers' professional recognition by members of the whole society in recent years. It will inevitably be misunderstood by other members of society. Some people think that teachers' professional ethics have declined as a whole, and some even demonize teachers. Therefore, it is urgent to strengthen system construction, refine evaluation rules, standardize operating procedures, limit excessive intervention of administrative power, strengthen objective hardware, weaken subjective color, strengthen mass supervision, increase transparency, and give every teacher the right to appeal and defend. This is of great significance to purify the educational environment and enhance the educational synergy.
Sixth, the flow of talents is limited.
As a social person, the existence value of teachers lies in spreading value and transferring knowledge through their own creative labor, promoting the all-round development of students and realizing the social value of teachers. On the other hand, they obtain the material elements for their own and their families' survival and development through labor, and realize their own survival needs, security needs and development needs. If these legitimate needs cannot be met, teachers must consider seeking an environment that can give priority to their own values, which inevitably involves the flow of talents. At present, all localities often use administrative means such as refusing to send official letters, withholding diplomas, withholding files, withholding wages and bonuses, etc., to obstruct the normal flow of talents. In this way, some teachers will either leave their jobs abnormally, which will bring inconvenience to their work and life in their new units, or they will give in to pressure, stay in place discontentedly and deal with their work passively and slackly. Of course, there will be no initiative and passion for innovation. This is extremely harmful to the country, schools, teachers and students, and it is also a hidden loss of education. Therefore, education administrative departments at all levels should change the style of yamen, strengthen the sense of service, and establish the concept of "keeping people by business, keeping people by affection, and managing people by education". By improving the material conditions and humanistic environment, we can retain talents to the maximum extent and give play to teachers' initiative and creativity.
Seven, the development space is narrow
The heavy workload and the pressure of family life make it difficult for most teachers to make progress in their knowledge level and comprehensive ability. In addition, the promotion of professional titles is slow, there is no hope for promotion, and it is difficult to improve academic qualifications. Day after day, year after year, mechanical cycle, low job satisfaction, poor sense of achievement, weak work initiative, strong sense of job burnout, serious psychological problems. It should be said that teachers' labor is not a simple and repetitive process, but a complex and diverse creative process. However, due to the narrow development space, bleak life prospects, lack of work passion and motivation, insufficient reflection on practice and lack of innovative spirit. In manners, ways of thinking, working conditions, etc. , often with a distinctive and fresh professional brand. Therefore, people of insight in the society should help teachers to define their development goals, give them more opportunities in terms of job promotion, professional title promotion, academic qualifications promotion, participation in social practice and teaching and scientific research activities, and enhance their popularity, attract teachers to participate in management, so that teachers can always see hope, catch up with hope, ignite the passion for development, and generate motivation for progress, thus overcoming psychological fatigue and inertia. At the same time, strengthen professional ethics training and psychological guidance, improve teachers' ability to cope with pressure, help teachers eliminate psychological barriers, correctly treat honor gains and losses, form and strengthen correct outlook on life and values, and improve teachers' mental health.
Eight, moral education and intellectual education are out of touch.
"Teachers, preach and teach to solve doubts" (Tang Hanyu), "A thousand teachers teach people to seek truth, and learn to be a real person" (Tao Xingzhi). It can be seen that preaching and teaching is a teacher's primary task, and teaching students to be human is more important than teaching knowledge itself. However, due to institutional reasons, the utilitarianism of education has been increasingly strengthened in recent years. A considerable number of teachers teach without educating people, value wisdom over morality, and education is separated from education. Overemphasizing the practicality of education and weakening the humanity of education not only damages the image of teachers, but also reduces the effectiveness of education. Therefore, teachers should change their educational concepts, keep pace with the times, explore the modes and methods of teaching reform, correctly position their functions, and effectively play the role of "designer and organizer of teaching activities, leader, collaborator and promoter of students' learning, researcher of educational science, and coordinator of students' mental health", which is the requirement of the times for every teacher.
As a teacher, since he bears the burden of education and the future of the nation, he should obey the overall situation of education and contribute his strength selflessly. On the other hand, every member of society, especially educational administrators, should really understand the present situation of teachers, establish equality consciousness, strengthen service consciousness and help teachers solve practical problems. In this way, teachers can keep their vitality forever like the water from the source, and education can flourish like the day of promotion.