A: The development history of teachers' salaries in China has roughly gone through two stages before and after the reform and opening up:

(1) Before the reform and opening up

(1) In the early days of the People's Republic of China, the state emphasized solving the problem of large income gap between mental workers and manual workers, and the wage standards formulated in various regions were roughly the same as those of workers.

(2) After1952, the major administrative regions initially reformed the wage system, and school teachers implemented the post-level wage system.

③ 1956 After the implementation of the unified monetary wage system, the gap between teachers' wages and manual workers' wages widened.

④ After1957, the situation began to change. The original wage standard has lost the function of adjusting the wage gap of mental workers, and the original wage gap has gradually narrowed, and the salary of teachers has shown a relative downward trend.

After ⑤ 1977, the income of teachers and manual workers began to appear upside down.

(2) After the reform and opening up

① In1982, all the teaching and administrative staff received a first-level salary increase, and some staff received a two-level salary increase.

② Wage system reform 1985, per capita capital increase of university staff 18 yuan, and per capita capital increase of primary and secondary school staff in 23 yuan.

③65438-0986 With the approval of the state, 200,000 special labor indicators were allocated to recruit public teachers among private teachers.

④ 1984 The general education system in Beijing has successively carried out the comprehensive supporting reform pilot work in more than 100 primary and secondary schools, which is based on the principal responsibility system, the faculty appointment system and the total salary contract system, with the internal structural salary system as the main content. 1988 has been fully promoted in Beijing and nationwide. This reform measure has improved teachers' salary level, well implemented the principles of distribution according to work and performance distribution, and mobilized teachers' enthusiasm to a certain extent, but it has aggravated the gap between schools and caused inequality in compulsory education opportunities.

⑤ 1993 10 10/day, the CPC Central Committee and the State Council decided to implement the wage system reform of public institutions, including primary and secondary schools. The general idea is: First, "system decoupling", that is, institutions and state organs are decoupled from the wage system; The second is "classified guidance", that is, state institutions are divided into five categories according to industry characteristics, with education, scientific research and health as the first category; Third, "differential treatment" means that on the basis of the above classification, it is divided into three situations according to the mode of funding and the nature of the unit, namely, full budget funding, balance allocation and self-care. Educational institutions are fully funded, and schools are fully funded educational institutions. Through this reform, the salary level of teachers has been greatly improved. However, due to the fact that a considerable part of teachers' salaries are raised by schools themselves, the income gap between teachers in various schools has further intensified. Moreover, the phenomenon that teachers' salaries are in arrears and cannot be paid in full still exists in some areas.