The teacher exchange rotation policy is an important measure to alleviate teacher shortages and low teacher quality in remote rural areas of China,thereby promoting balanced development in compulsory education and achieving educational equity.The compulsory education teacher exchange rotation policy in China has undergone nearly 30 years of development since its inception in 1996.Based on the degree of policy refinement and focus,it can be classified into three stages:initial exploration primarily focused on encouragement and guidance,the establishment of a formal system of exchange rotation with regulatory constraints,and the gradual refinement of policy with diversified exchange methods and incentives.Despite continuous improvements,the goal of institutionalization and normalization of the policy remains far from being achieved.The formulation and overall design of the policy still exhibit certain loopholes and deficiencies,hindering the deepening of the teacher exchange rotation policy and affecting its ultimate effectiveness.Challenges include the imbalance between policy formulation and execution leading to uneven progress and varying implementation intensity of teacher exchange rotation practices across different regions,the vague selection criteria for exchanged teachers,resulting in a high degree of randomness in selecting candidates for exchange,inadequate incentive mechanisms weakening teachers'willingness to actively participate in exchange rotation,and deficiencies in post-rotation management,diminishing the final effectiveness of the policy.To address the challenges in the design and implementation of the teacher exchange rotation policy,it is imperative to continue promoting reforms in teacher exchange rotation policies within county-level regions.Future efforts should focus on strengthening policy execution,specifying timelines and roadmaps for institutionalizing and normalizing teacher exchange rotation in different regions.Provinces should formulate implementation plans for teacher exchange rotation policies,setting achievable progressive development goals,and establishing implementation memorandums for compulsory education teacher exchange rotation.Moreover,clear rules for universal rotation should be defined,and a scientific and rational teacher exchange selection mechanism should be established.It is recommended to designate teacher exchange rotation as a legal obligation and basic responsibility for all teachers,requiring all teachers except under exceptional circumstances to participate in rotation.Furthermore,a transparent selection process for teacher exchange rotation should be developed to ensure regular rotation.Robust incentive mechanisms should be established to enhance teachers'willingness to participate.In addition to existing incentive measures,the establishment of special funds for teacher exchange rotation is advised.The formulation of compensation standards should comprehensively consider actual economic losses of exchanged teachers,the rotation school's location,subject teacher shortages,and teaching levels.Moreover,a specific contribution award for teacher exchange rotation should be instituted,issuing rewards based on the quality of education,level of work engagement,and actual contributions of teachers during rotation.Lastly,efforts should be made to strengthen post-rotation supervision to effectively improve the outcomes.Clear evaluation standards for teachers involved should be established,transferring the authority for using,managing,and assessing exchanged teachers to rotation schools,and requiring rotation schools to develop detailed management and utilization methods for exchanged teachers.Educational management agencies at county and township levels should oversee the management and employment of exchanged teachers within receiving schools.
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