Chinese Teacher Compensation System of Compulsory Education: Attraction, Retention, and Motivation (China Perspectives)

Jinqiu, Jiang

ISBN 10: 1032140046 / ISBN 13: 9781032140049

Published by Routledge, 2021

About this Item

1st edition NO-PA16APR2015-KAP.

Seller Inventory # 26387667740

Bibliographic Details

• Title: Chinese Teacher Compensation System of Compulsory Education: Attraction, Retention, and Motivation (China Perspectives)
• Publisher: Routledge
• Publication Date: 2021
• Language: English
• ISBN 10: 1032140046
• ISBN 13: 9781032140049
• Binding: Hardcover
• Condition: New

About this title

Synopsis

This book examines the compensation system for teachers in compulsory education in China and how it can be brought to bear in attracting, retaining, and motivating teachers while improving the quality of basic education.

The study first draws on theories of modern pay systems and revisits major teacher pay reforms at the national level and their implementation at the school level, thereby evaluating the characteristics and problems of pay systems. A comparative analysis of different pay scales and its competitiveness in contrast to other professions then further demonstrates the limitations of existing salary structures in compulsory education schools, along with a failure to offer enough incentives for high-quality teachers and teaching. Approaching the topic from both theoretical and empirical perspectives, the author proposes a restructured pay system and advances constructive suggestions on policymaking as well as research directions in teacher pay reform.

The book will appeal to scholars, students, school officials, and policymakers interested in education economics, education management and administration, and especially teacher pay scales and pay reforms.

About the Author

Jiang Jinqiu is an associate professor in the School of Urban Economics and Public Administration at Capital University of Economics and Business, China. Her research focuses on teacher pay and teacher quality, especially in the context of Chinese rural schools.