teacher professional development in china yan xu beijing normal university oct. 21, 2008...

Teacher professional development

in China

Yan XUYan XUBeijing Normal UniversityBeijing Normal University

Oct. 21, 2008Oct. 21, 2008

心理学院

contentscontents

☆ ☆ The present situation of elementary and high school teachers.The present situation of elementary and high school teachers.

☆ ☆ Living and development situation.Living and development situation.

☆ ☆ Prominent problems in the construction of the team of teachers.Prominent problems in the construction of the team of teachers.

☆ ☆ Measures in teachers professional development.Measures in teachers professional development.

中国教师职业发展概况

Part OnePart OneThe present situation of The present situation of

elementary and high school elementary and high school teachers teachers


0

500

1000

1500

2000

2500

3000

3500

4000

万人

高中阶段教育在校生情况

高中阶段在校生 2601 2908 3243 3649 3990高中 1436 1717 1986 2240 2431中等职业教育 1165 1191 1257 1409 1559

2001年 2002年 2003年 2004年 2005年

Change in the period of senior high school education

10000

10500

11000

11500

12000

12500

13000万人

小学在校生变化情况

在校生数 12543.47 12156.71 11689.74 11246.23 10864.07

2001年 2002年 2003年 2004年 2005年5900

6000

6100

6200

6300

6400

6500

6600

6700万人

初中在校学生变化情况

在校生数 6514.38 6687.43 6690.83 6527.51 6214.94

2001年 2002年 2003年 2004年 2005年

The Number Change of Students from 2002 to 2005

Change in elementary school Change in junior high school

number of students

senior high school

students in period of senior high school education

Vocational education

ten thousand people


小学生师比变化情况

21.64

21.04

20.50

19.98

19.43

18.00 18.50 19.00 19.50 20.00 20.50 21.00 21.50 22.00

2001年

2002年

2003年

2004年

2005年

17. 00

17. 50

18. 00

18. 50

19. 00

19. 50

2001年 2002年 2003年 2004年 2005年

初中生师比变化情况

15. 5016. 0016. 5017. 0017. 5018. 0018. 5019. 00

2001年 2002年 2003年 2004年 2005年

普通高中生师比变化情况

The Proportion of Students to Teachers from 2000 to 2005

The change of proportion of elementary students to teachers

The change of proportion of junior high school students to teachers

The change of proportion of senior high school students to teachers

year

year

year


The No. of schools, teaching staff, teachers and students in nationwide

20062006No. of schools

No. of teaching staff

No. of teachers No. of studentsPro of

teachers to students

Senior high school

16153 5784564 1387182 25144967

Adult senior high school

839 8173 5125 174716

Junior high school

60550 3463478 59373792 17.15:1

Vocational junior school

335 14110 11546 205699

Adult junior high school

1546 8242 4408 504360

Elementary school

341639 6119992 5587557 107115346 19.17:1

Total 421062 11935081 10459296 192518880

Yearbook in 2006


1.2 The distribution of teachers’ age

The average age of teachers is 34.9 years. The average age of elementary school teachers is 36.6 years. The high school teachers’ is 33.4.


1.3 The composition of teachers’ educational level

the composition of elementary school teachers’ educational level

the composition of junior high school teachers’ educational level

the composition of senior high school teachers’ educational level


1.4 The technical positions of teachers’ holding

The composition of technical positions of elementary school teachers

The composition of technical positions of high school teachers


Part TwoPart Two

The Status of Teachers’ Living The Status of Teachers’ Living

and Developmentand Development


Work Stress of Teachers

normal84%

burnout16%

2035 elementary and high school teachers had been investigated about job burnout during 2002 to 2004. Among them, 20% suffered from job burnout, and 16% had a high level of job burnout. （ Yan Xu ， 2005）


The Results of Sina net’s Survey of Teachers （ 2004）

Physical burnoutFeeling worn to frazzle and weak in disease defending? Or have a headache, backache,

stomach, insomnia, or any other uncomfortable body feelings ?

（ 5407 participants answered the question ）

often

occasionally

never

item proportion the ballot


Cognitive burnoutFeeling that your knowledge had been emptied, and can’t meet work

demand?

（ 4798 participants answered the question ）


often

occasionally

never


Emotional exhaustion

Feeling upset, agitated, and blaming others?

（ 4295 participants answered the question）

often

occasionally

never



Reduced personal accomplishment

often

occasionally

never


Having lower evaluation for your work significance, and working with rigidity and

low efficiency?

(5265 participants answered the question)


Depersonalization

Distrusting others, or having difficulty with human relations?


often

occasionally

never



Aggressive behavior

More behaviors on beating or abusing others? Or self-damaged?


often

occasionally

never



The antecedents model of burnout for Chinese teachers（ Xu, Y. & Wang， F. 2006 ）

Time pressure

Role conflict

Technical demand

Job demand

Esteem

Energy

Imbalance

Exhaustion

Working load

Self-sufficient resources

-.24***

.19***

.60***

.83***

.59***

.61***

.88***.49**

.69***

.62***

Professional efficacy

.65***

Cynicism

.63***

-.02 （ ns ）


2.1 Difficulties and Stress ahead of Teachers

2.1. 1 Hardness in Work and Life

2. 1.2 Hardness in Teaching

2.1.3 Hardness in front of the

disadvantaged


2.1.1 Hardness in Work and Life


2.1.2 Hardness in Teaching Work


2.1.3.

Hardness

in front of

the

disadvant-

aged

factors

Lacking competence in

teaching

Lacking opportunities of advanced studies

Over working load

Hardness in

family life

Ill healthIll health of family numbers

Problems on children

schooling and work

Unhappiness in work

not in the establishment others

total 2.6 45.87 57.93 30.8 17.31 7.87 17.73 21.14 4.15 4.69

Poverty counties

4.96 47.94 53.93 44.28 21.73 11.21 18.39 20.58 5.4 3.45

Women teachers

2.07 49.72 57.63 24.84 16.66 6.36 15.7 22.38 5.87 4.54

Substitute

teachers 3.13 30.99 45.02 42.5 6.83 4.37 13.57 18.55 67.78 4.83

Hardness in Work and Life （ multiple answer, no more than 3 ） unit（%）


2.1.3. Hardness

in front of the

disadvantaged

Hardness in Teaching Work （ multiple answer, no more than 3 ）（ unit：%）

FactorsTeaching idea and

method didn’t meet the need.

Pressure from

students’ exams

knowle-dge on

the course drop

behind

Poor quality

of Studen

ts

Hardness in

communication with students

Over working

load

too many students

in one class

poor teaching

facilities others

total 26.17 49.85 8.36 38.62 5.57 44.03 38.37 31.32 1.57

Poverty counties

35.1 51 11.35 46.91 5.19 37.12 33.85 40.87 1.57

Women teachers

23.48 50.11 7.69 37.97 5.57 43.49 40.64 30.51 1.25

Substitute

teachers 22.71 35.61 9.35 42.24 6.12 42.34 38.18 38.28 1.28


2.2 Working Load of Teachers

2.2.1 Status of Working Load

2. 2.2 Categories of Working Load


2.2.1 Working

LoadCategories

Av. Daily Working Time Time on Classes

Time on Preparing Lessons, guidance, and correcting homework

Time on Students’ Activities, Meetings, Research, Training and Other Activities

Av. of All Teachers 9.52 2.79 4.47 2.26

Av. of elementary

School Teachers

9.28 3.14 4.05 2.10

Av. of Junior High School

Teachers9.65 2.51 4.76 2.38

Teachers for Grade 3 in

JHS 9.96 2.55 4.82 2.59

Av. of Senior High School

Teachers9.96 2.31 5.16 2.49

Teachers for Grade 3 in

SHS10.16 2.34 5.22 2.80

Teachers’ Average Daily Working Time (unit: hour)


2.2.2 Categories of Working Time

Categories of average working time


2.5 Stressors of teachers

Top 7 Affecting Factors ％1 Can’t be understood and rewarded. 78

2 Over working load and extra work. 73

3 The gap between social expectation and reality.

69

4 Maladjustment for social change and reformation

66

5 Schools' organization structure and evaluation system.

62

6 Conflicts between multiple roles. 57

7 Worries about unemployment. 48


Contrasts between Different Types of Schools

type (teachers’ No.) emotional exhaustion

Deperso-nalization

Cognitive burnout

personal accomplis-

hmentwork stress

job satisfac-

tion

general high school（ 650） 23.44 14.15 22.09 19.29 108.89 46.33

schools under the county government（ 245） 26.03 15.04 21.25 18.67 113.46 44.82

key secondary school（ 63） 23.03 13.68 20.06 19.31 109.37 46.31

Vocational high school（ 124） 26.58 17.46 23.06 17.93 116.88 41.56

Special education school（ 36） 21.68 11.94 20.08 19.79 97.20 47.71

average score（ 969） 24.21 14.41 21.82 19.04 110.07 45.67


Part ThreePart Three

The Prominent Problems in the The Prominent Problems in the

team construction of teachersteam construction of teachers


3.1 The team of teachers in rural areas

3.1.1 The composition is inappropriate,

and the quality should be improved.

3.1.2 The orientation of training’s

function is unclear, and the training system

makes poor profit.


3.1.1 The composition

is inappropriate,

and the quality

should be

improved.

hierarchy

No. of elementary school teachers decrease.

No. of junior high school teachers stays stable.

Senior high school teachers shortage.


3.1.1 The composition is inappropriate, and the quality should be improved.

The age composition of rural teachers

The age composition

The aging tendency of elementary school teachers

elementary school

age


3.1.1 The composition is inappropriate, and the quality should be improved.

The composition of educational levels and technical posts.

total graduate

undergraduate

Three-year

college

Senior high

school

Below senior high

school

Elementary school

Rural areas 100 0.01 2.14 38.00 57.63 2.22

Nation wide 100 0.02 4.58 44.16 49.55 1.69

Junior high school

Rural areas 100 0.06 18.94 72.31 8.50 0.19

Nation wide 100 0.16 28.97 64.65 6.08 0.14

Senior high school

Rural areas 100 0.35 65.01 33.92 0.70 0.02

Nation wide 100 1.04 78.56 20.00 0.39 0.01

The composition of rural teachers’ educational levels. Unit: %


3.2 Living and development of substitute teachers

substitute teachers: people who teach in rural areas, but

not in the establishment of local educational system.

500,000 across the nation, 5% of all the teachers

7.5% in elementary schools， and 97.12% got the qualified

educational level

3.1% in high schools， and 83.17% got the qualified

educational level


3.2.1 The heavy working load of substitute teachers

CategoriesAv. Daily Working Time

Time on Classes

Time on Preparing Lessons, guidance, and correcting homework

Time on Students’ Activities, Meetings, Research, Training and Other Activities

Substitute teachers 9.33 3.37 4.11 1.84

teachers 9.28 3.14 4.05 2.10

The Av. Daily Working Time of elementary school teachers.

Unit: hour


3.2.3 The expectations of substitute teachers

Passing teacher qualification test and striving

for higher education, and becoming a “real”

teacher

Learning teaching method and theories to

enrich one’s professional quality

Adopting system for teachers’ appointment of

posts, building competing mechanism and

inspiring teachers’ positivity.


3.3 Rural teachers professional development

With the guidance of course

reformation, trying to achieve the

improvement of teaching ability

training

87.9% received the training annually

19.1 days on training annually


3.3.1 Problems in teacher training

Training system ：Normal schools： education before

teachers’ work beginning

Education colleges and local

advanced education schools: education

during teachers’ working


3.3.2 The orientation of training’s function is unclear, and the training system makes poor profit.

Supplementary diploma education in continuing education

The educational approach

for elementary and high school teachers' educational level


Kinds of training

The participation rate on kinds of training for teachers（%）


The participation rate

The contrast of participation rate between poverty counties and nation wide （ unit：%）


Teachers’ opinion about training

Rural teachers’opinion about training （%）


Teachers’ expectatio

n for training

Categories

Emphasis on education of teacher morality

Deepening the

understa-nding of quality

education

The improve-ment of knowle-dge on course

The reformation of teaching

method

The combination of practice

and theories

others

total 19.0 39.7 63.4 65.0 32.8 1.0

Elementary school 21.0 41.6 59.3 66.1 29.9 0.8

High school 17.4 38.1 67.0 64.0 35.4 1.2

Poverty county 26.1 49.8 62.9 72.5 32.7 1.0

Elementary school 30.0 51.4 57.2 74.1 33.1 0.6

High school 22.1 48.1 68.9 70.8 32.4 1.4

Expectations of rural teachers’ professional development（ no more than 3 items ） unit（ % ）


3.4 Teacher professional development in disaster areas

Serious psychological trauma ：PTSD

helplessness： no motivation for teaching, loss of happiness

hopelessness： poor living conditions

valuelessness： futility of schooling

exhaustion

Excessive training


Score of PTSD（ N=508 ）

M SD

PTSD 8.63 3.91

PTSD No. of

persons

%

0 8 1.6

1-5 113 22.2

6-10 203 40.0

Above 11 184 36.2

Distribution of PTSD score

Teachers’ Posttraumatic Stress Disorder after disaster（ testing time： 2.5-3 months after disaster ）

Contrast of teachers’ PTSD score with different disaster degrees


Teachers’ Psychological well-being in disaster areas

Pre-earthquake Post-earthquake change

男 2.36±1.08 3.78±1.40 1.43±1.53

女 2.02±0.96 3.73±1.45 1.70±1.59

t 3.21** 0.32 -1.66

notice： the higher score represents lower well-being

Pre-earthquake Post-earthquake change

Extremely severe

disaster areas

2.17±1.10 4.07±1.46 1.91±1.77

severe disaster areas 2.04±0.96 3.75±1.42 1.68±1.55

Light disaster areas 2.11±0.97 3.32±1.34 1.17±1.28

F 0.79 8.28*** 6.84***

gender difference （M±SD ）

differences on different disaster areas（M±SD）


Serious Status of Teachers’ Job Burnout in Disaster Areas

Occurrences

（% ）

Emotional

ExhaustionDepersonalization

Reduced Personal

Accomplishment

Teachers in

Disaster Areas

N-508

24.8 6.7 39.2

Nation Wide

Teachers19.00 16.05 17.08

Valulessness： futility of schooling in students and students’

parents


The training class of psychological guidance for teachers in disaster areas


Psychological Training Books after Disaster

For people in disaster areas：《Psychological Aid and Reconstruction---Manual for Self-

dealing after 5.12 Wenchuan Earthquake》The first psychological book with Braille edition in China

For children in disaster areas：《We Are Together—for Children in Disaster Areas after

Earthquake》 For teachers in disaster areas：《Helping Children Building Spirit Garden—The Guidance

Book for Group Activities》（ elementary School Edition and High School Edition）


3.5 The appointment system for elementary and high school principals

the system of appointment

the credential system

working， training， achieving the qualification certificate

The certificate has no data limitation. The period of 5 years is suggested.

“Qualification ordinance for elementary and secondary school principals”and “management ordinance for elementary and secondary school principals” are in process.

Principal rank system has been used in Beijing and Shanghai.


Part FourPart Four

Measures of Teachers Measures of Teachers

Professional DevelopmentProfessional Development


The construction goal in the 10th Five-Year Plan for elementary and high school teachers

The Cross-Century project for teachers

The continuing education project in elementary

and high schools

The plan of the combination of nation wide

teachers’ education

The plan from 2003 to 2007 for the education

flourish


General Goal Teachers receiving higher education

Stress on the capability improvement of teachers’ in Western and Rural areas

Forming the team with high quality

The implementation of the teachers' position appointment

The fulfillment of the system for the approval of teachers’ qualification

The construction goal in the 11th Five-Year Plan for elementary and high school teachers (from 2006 to 2010)


The construction goal for elementary and high school teachers to 2010

Students registered in school

Teachers

Higher than

undergr-aduate

graduate

Undergra-duate in

developed areas

Graduate in in developed

areas

Higher than

undergra-duate in

rural areas

Elementary school 105M 5.55M 15% 30%

Junior high

school50.3M 3M 50% 80% certain 40%

Senior high

school20.80M 1.35M 90% 10% 100% 15% 70%

M: The abbreviation of million.


Bringing teachers training into higher education, developing teachers undergraduate education, exploring the cultivation of doctors. Deepening the reformation of teachers education pattern; putting equal stress on professional and academic points, teaching ability and comprehensive quality; exploring multiple teachers training patterns beyond undergraduate education. Integrating and optimizing educational resources to use comprehensive advantages; constructing educational bases with new type, and forming teaching, research and services centers across the national and local areas.

1. Pushing forward the reformation of teacher education, constructing modern, open, and flexible education system

Policies and measuresPolicies and measures


2. Fulfilling

professional

qualification

system,

remedying

teacher

revaluation

system.

•Setting up standardized, public, justice procedure of teachers’ qualification authentication according to the law.

•Attracting high quality teachers; fulfilling the national test for teachers’ qualification authentication and re-authentication termly, which benefit the construction of motivation system for teachers lifelong development.

•Combining teachers’ qualification exam and training, improving professional ability and extending the ranges of teachers in support.

•Open and fair teacher selection.

•Reforming the check and evaluation system of teachers. The check indices of contents should accord with the needs of quality education. The check forms should be the combined evaluation of school administrators, students, students’ parents and colleagues.



3. Mending teacher education and training system, improving teacher professional level.

• Building the network of normal schools and teacher training

agencies.

• Providing guidance for teacher career development and various

types of continuing education.

• Setting up the public services system of distance education.

• Encouraging teaching research and attempting academic holiday.

• Government invest fees for teacher development. And teachers

will undertake a reasonable proportion of the fee. Teachers in

depressed areas have the special foundation.



4.

Strengthening

the construction

of elementary

and high school

teachers in

rural areas

• Widening the qualification access system for teachers.

• Providing better welfare for elementary and high school teachers in rural areas to let them work securely.

• Students who plan to teach go to the rural to practice; teachers in cities exchange with teachers in rural areas.

• Creating good learning environment for teachers.

• Enlarging the number of investment to guarantee the salary of teachers.

• Encouraging volunteers and teachers in developed areas to go to rural areas.



5. Facilitating

teacher flow,

optimizing

resource

allocation.

• Facilitating teacher flow between schools and

cities and countries.

• Establishing the system of term exchange and

service period in rural areas.

• Developing teacher talent agency, starting teacher

talent market.



Free education in 6 normal universities.

Free for learning and accommodation, and given

living allowance.

Having contact with local government, promising

more than 10-year teaching in elementary and

secondary schools. Those who go to work in town

should service country for 2 years.

Training: Master of Education.

6. Free

Education for

Students in

Teacher

Education

Program

（ 2007 ）


teacher professional development in china yan xu beijing normal university oct. 21, 2008...

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