Who Have Exactly Become Rural Teachers?——An Investigation Based on Human Capital Types and Teacher Candidates'Choice of Employment
Teacher candidates'teaching in rural areas concerns their individual employment and career development,and has a far-reaching impact on the high-quality development of rural education.Based on the heterogeneity of human capital,this study made a survey of certain undergraduate teacher candidates'teaching profession after their graduation,their teaching profession in rural areas,and their obtainment of the quota of a qualified teacher under the authorized staff size system,along with the statistical effect of heterogeneous human capital.The survey shows the following:Those surveyed faced a severe status of employment,and there was a low rate of their teaching profession and a low rate of their teaching profession in rural areas,which indicated that they had difficulty finding the job of teaching,but they would not grasp possible opportunities to work as teachers in rural areas.An empirical analysis showed that after the control of other factors,different types of human capital had diversified effects on the choice of teaching profession at different levels.The more accumulated general and special human capital,the higher probability of the undergraduate teacher candidates'teaching profession after their graduation,and their obtainment of the quota of a qualified teacher in rural areas under the authorized staff size system;the more accumulated general and special human capital,the lower probability of their teaching profession in rural areas;compared with general human capital,special human capital had a significantly negative effect on the probability of their teaching in rural areas;and in special human capital,participation in discipline-based competitions had the most negative effect on the probability of their teaching in rural areas.The results of this study are not completely compatible with the general mechanism for human capital to affect undergraduate teacher candidates'teaching profession after their graduation,and this reflects the particular supply/demand of educational labor and institutional arrangements in different countries or provinces.To prompt excellent undergraduate teacher candidates to work as teachers after their graduation as much as possible and in particular become rural teachers,we need to attach equal importance to their high-quality pre-service training and their proper after-service placement so as to both raise human capital and optimize their teaching posts.
teacher candidategeneral human capitalspecial human capitalemployment choicerural employment
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