Teacher professional development in China

1. Teacher professional development in China 心理学院 Yan XU Beijing Normal University Oct. 21, 2008

2. contents ☆ The present situation of elementary and high school teachers. ☆ Living and development situation. ☆ Prominent problems in the construction of the team of teachers. ☆ Measures in teachers professional development.

3. Part One The present situation of elementary and high school teachers

4. The Number Change of Students from 2002 to 2005 Change in elementary school Change in junior high school number of students students in period of senior high school education Change in the period of senior high school education ten thousand people senior high school Vocational education

5. 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 year The change of proportion of senior high school students to teachers year year

6. The No. of schools, teaching staff, teachers and students in nationwide 2006 Yearbook in 2006

7. 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.

8. 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

9. 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

10. Part Two The Status of Teachers’ Living and Development

11. Work Stress of Teachers 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）

12. The Results of Sina net’s Survey of Teachers （2004） Physical burnout Feeling 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 ） item proportion the ballot often occasionally never

13. Cognitive burnout Feeling that your knowledge had been emptied, and can’t meet work demand? （ 4798 participants answered the question ） item proportion the ballot often occasionally never

14. Emotional exhaustion Feeling upset, agitated, and blaming others? （4295 participants answered the question） item proportion the ballot often occasionally never

15. Reduced personal accomplishment Having lower evaluation for your work significance, and working with rigidity and low efficiency? (5265 participants answered the question) the ballot item proportion often occasionally never

16. Depersonalization Distrusting others, or having difficulty with human relations? (4159 participants answered the question) item proportion the ballot often occasionally never

17. Aggressive behavior More behaviors on beating or abusing others? Or self-damaged? (4116 participants answered the question) item proportion the ballot often occasionally never

18. Working load .83*** Time pressure .59*** .60*** Job demand Imbalance .61*** Role conflict .19*** .88*** .49** Technical demand -.02（ns） Exhaustion .63*** -.24*** Esteem .69*** Self-sufficient resources Cynicism .62*** .65*** Energy Professional efficacy The antecedents model of burnout for Chinese teachers（Xu, Y. & Wang，F. 2006 ）

19. 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

20. 2.1.1 Hardness in Work and Life

21. 2.1.2 Hardness in Teaching Work

22. 2.1.3. Hardness in front of the disadvant-aged Hardness in Work and Life（multiple answer, no more than 3）unit（%）

23. 2.1.3. Hardness in front of the disadvantaged Hardness in Teaching Work（multiple answer, no more than 3） （unit：%）

24. 2.2 Working Load of Teachers • 2.2.1 Status of Working Load • 2. 2.2 Categories of Working Load

25. Teachers’ Average Daily Working Time (unit: hour) 2.2.1 Working Load

26. 2.2.2 Categories of Working Time Categories of average working time

27. 2.5 Stressors of teachers

28. Contrasts between Different Types of Schools

29. Part Three The Prominent Problems in the team construction of teachers

30. 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.

31. 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.

32. The age composition • The aging tendency of elementary school teachers 3.1.1 The composition is inappropriate, and the quality should be improved. elementary school age The age composition of rural teachers

33. The composition of educational levels and technical posts. 3.1.1 The composition is inappropriate, and the quality should be improved. The composition of rural teachers’ educational levels. Unit: %

34. 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

35. The Av. Daily Working Time of elementary school teachers. Unit: hour 3.2.1 The heavy working load of substitute teachers

36. 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.

37. 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

38. 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

39. Supplementary diploma education in continuing education 3.3.2 The orientation of training’s function is unclear, and the training system makes poor profit. The educational approach for elementary and high school teachers' educational level

40. Kinds of training The participation rateon kinds of training for teachers（%）

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

42. Teachers’ opinion about training Rural teachers’opinion about training （%）

43. Expectations of rural teachers’ professional development（no more than 3 items） unit（%） Teachers’ expectation for training

44. 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

45. Teachers’ Posttraumatic Stress Disorder after disaster （testing time：2.5-3 months after disaster） Score of PTSD（N=508） Distribution of PTSD score Contrast of teachers’ PTSD score with different disaster degrees

46. Teachers’ Psychological well-being in disaster areas gender difference（M±SD） notice：the higher score represents lower well-being differences on different disaster areas（M±SD）

47. Serious Status of Teachers’ Job Burnout in Disaster Areas Valulessness：futility of schooling in students and students’ parents

48. The training class of psychological guidance for teachers in disaster areas

49. 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）

50. 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.