Does Monetary Incentive Increase the Inter-school Exchange Intention of Primary and Junior School Teachers? 货币性激励能提升中小学教师校际交流意愿吗？

• In Event: Chinese roundtable II (Sponsored by SIG: East Asia)
  In Chinese Round-table Session: The impact evaluation of educational polices for promoting balanced development in China 在中国促进教育均衡发展的教育政策影响评估

Proposal

Does Monetary Incentive Increase the Inter-school Exchange Intention of Primary and Junior School Teachers? A Survey Study of Over 200 Schools from Seven Provinces in China

Based on survey data from over 200 schools of seven provinces in China, this paper investigates the factors influencing the willingness of primary and secondary school teachers to participate in inter-school exchange and their expectation level of subsidy by using binary logistic regression and generalized ordered logistic regression methods. The paper found that inter-school exchange of teachers is dominated by the same-level exchanges of school types and locations, and the coverage of subsidies and housing benefits is relatively low. The amount of subsidy that teachers expect is about 30% of their salary, and there is still a big gap between the amount of subsidy and teachers' expectations. Subsidies and housing benefits can, to a certain extent, significantly enhance the teachers’ willingness of inter-schools exchange , and there is a substitute relationship between subsidies and housing welfare. Teachers' willingness to participate ‘hard exchange’ is stronger than that of “soft exchange”. Improving the school environment and working conditions have a significant positive impact on teachers' inter-schools exchange intention, and have a significant negative impact on teachers' expectation of subsidies. Based on these empirical findings, this paper puts forward some policy suggestions on promoting the intra-county balanced development of compulsory education, including promoting the reform of teachers' unified salary standard, establishing a factor-based subsidy system, and continuing to carry out the reform of ‘Administration by Bureau, Recruitment by Schools’.

本文采用七省两百余校教师的调查数据，分别通过二分类别逻辑回归和一般有序逻辑回归方法就中小学教师参与校际交流意愿和对津贴补助期望水平的影响因素进行了计量分析，在控制个体特征、学校特征和区位特征的条件下重点考察了津贴补助与住房福利对教师流动的实际效果。研究发现目前中小学教师校际流动以学校类型和区位同层交流居多，津贴补助和住房福利的覆盖率比较低，教师期待的津贴补助数额达工资30%左右，各地保障水平与教师期望还有较大差距。津贴补助和住房福利能显著提升中小学教师的校际流动意愿，提高流动教师住房福利可有效降低他们对津贴补助的期望水平。教师对走教、送教的交流意愿强于定点支教，将区位向下流动教师的人事关系随迁至新学校不利于交流教师在基层学校安心教学，改善学校环境与工作条件能显著提升教师来校交流的意愿，降低教师对津贴补助的期望水平。基于这些发现，本文提出若干促进县域内义务教育均衡发展的政策性意见，包括推进区域内教师工资统一标准改革、建立基于因素法的津贴补助制度与继续推行“局管校聘”人事改革。

Author

• Bin Huang, Nanjing Universiy of Finance and Economics