Extensiveness of subjects: Primary school teachers need to master the knowledge and teaching methods of many subjects, such as Chinese, mathematics, English and science. Due to the comprehensiveness and extensiveness of the primary school curriculum, teachers need to have comprehensive educational literacy and professional skills, and it is difficult to comprehensively evaluate these abilities when preparing for the exam.

Elasticity of teachers' demand: the demand of primary school teachers is relatively large. Due to the changes in the number of students and the differences between schools, schools may need to flexibly adjust the staffing of teachers. If primary education is set to prepare for the exam, it may lead to the rigidity and inflexibility of preparing for the exam and affect the educational operation of the school.

Diversity of teachers: Primary education needs teachers with different backgrounds and majors to meet the diverse needs of students. Some teachers may come from non-education majors, but they have rich practical experience and professionalism. Evaluating teachers' ability and quality only by compiling exams may exclude some suitable candidates.

Although primary education cannot be compiled by examination, the recruitment and training of teachers still need to follow certain standards and procedures, such as academic qualifications, professional quality evaluation, interviews and so on. This can ensure that teachers have enough knowledge and ability to perform their duties and provide quality education services.