◎ Chen Qingyun
Rural schools have long faced the problem of difficulty in hiring and retaining teachers. Recent surveys show that teachers care more about salary, working environment and teacher-teacher communication than long-term bonuses and retention subsidies. This reminds the government that what rural education really lacks is probably not just a bonus, but a system that allows teachers to stay with peace of mind.
A survey shows that teachers care more about salary, working environment and teacher-teacher communication than long-term bonuses and retention subsidies; diagram. (File photo)
The difficulties faced by teachers in rural areas are different from those in urban areas. Some schools have inconvenient transportation and limited accommodation. In addition to teaching, a teacher may also serve as an administrator, or even handle admissions and community affairs. If the policy is just to increase bonuses and encourage teachers to "stay on for a few more years," the problem will still exist after the subsidy expires, and people will naturally not be retained.
Please read on...
Therefore, rural education should not just think about giving more money, but should move from "subsidizing teachers" to "supporting teachers" and establishing three lines of defense for talent retention: "access, teaching, and retention."
The first is "getting in". In addition to increasing incentives for job vacancies, teacher dormitories should be improved, transportation subsidies and living facilities should be provided to reduce the cost of living for young teachers in remote areas. If living and traveling to remote areas is a problem, no matter how high the enthusiasm for education is, it will be difficult to last.
The second is "teachable". Although rural schools are small in size, administrative work has not been reduced. Education authorities should increase administrative support manpower, reduce unnecessary evaluation and reporting tasks, and establish support mechanisms for parent-teacher disputes and legal consultation, so that teachers cannot continue to fight alone when encountering disputes.
What's more important is "stay long". Teachers choosing to live in rural areas should not sacrifice their career development. The years of service in rural areas can be reasonably linked to the further education, professional development and transfer systems, so that teachers who are willing to invest in the long-term can see the future, instead of just calculating how many years it will take.
The government has emphasized educational equality for many years, but it should not only look at whether each school has teachers, but also whether it can "retain good teachers." Teachers change frequently, and students have to adapt again. In the end, it is the rural children who bear the cost.
Instead of constantly increasing retention bonuses, it is better to reduce transportation, accommodation, administrative expenses and career development all at once. When rural teachers no longer just “stay for the bonus,” but “stay because of hope,” rural education can truly have a long-lasting future.
The Taitung County Government is assisting in repairing or renovating teachers’ dormitories in remote rural areas. The picture shows the small dormitory in Dawangguo. (File photo)
(The author is the former director of the Legal Affairs Bureau of the Legislative Yuan)
