Teacher Human Resource Development and Management - The Source of Teacher Development

Author: Shen Jiliang
Publisher:
Publish Date: 2006-05-01
Features:
(1) Teacher Human Resource Demand Forecasting and Analysis
Teacher human resource demand forecasting involves estimating the quantity, quality, and structure of teacher human resources required by a school organization in a specific future period. The teacher workforce of a school organization will inevitably experience certain changes, such as promotions, transfers, and internal mobility among teachers, as well as natural attrition due to retirement, resignation, or dismissal. New requirements for teacher talent quality from social development, the intensification of educational market competition, and the need for schools to adapt to societal demands in terms of organizational scale will all influence the demand for teacher human resources. These factors are all significant constraints on teacher human resource demand. School organizations must comprehensively analyze various changes in information to make judgments about the demand for the quality and quantity of teacher human resources, providing an important basis for scientific planning of teacher human resources. In addition to considering the above explicit factors, the analysis of teacher human resource demand should also examine the following implicit factors:
P361. Teacher Workload
If a teacher's workload is not fully utilized, it may be necessary to increase the workload, merge related positions, or reassign roles, which could lead to a reduction in the number of teachers. Conversely, if a teacher's workload is overloaded, additional job positions may need to be created, resulting in an increase in the number of teachers. Since conditions vary across regions and schools, the state does not have a unified regulation on teacher workload. Generally, the formulation of teacher workload should be guided by the principles of completing the school's development plan and educational tasks, enhancing teachers' motivation, and providing them with sufficient space for professional growth. Currently, many primary and secondary school teachers are overburdened, with excessive workloads. Many teachers teach over 50 classes per week for consecutive years, with weekends and holidays severely compressed, leading to physical and mental exhaustion. Some teachers report that they often struggle to cope with their teaching responsibilities. In such cases, it may be necessary to increase the number of teaching positions and reduce the workload of each teacher accordingly. Whether teacher workload is reasonable depends on an analysis of teacher work, details of which can be found in Chapter 3.
2. Class Size and Number
The size and number of classes directly determine the workload of teachers and, consequently, the demand for teacher human resources in the school organization. Schools should predict the expansion or contraction of student enrollment in the coming years to determine the demand for teacher human resources. For example, if a high school decides to expand by two classes the following year based on local student demographics and social demand, it will need to hire new teachers. Class size is also an important consideration. Class size refers to the number of students in a specific class or teaching group under the guidance of a particular teacher. In terms of teaching, class size affects teachers' "educational attention," classroom management, and teaching effectiveness. Globally, the class size in developed countries is generally between 20 and 30 students. The Ministry of Education of China's "Regulations on Primary School Management" issued in 1996 states, "The student enrollment in teaching classes should preferably not exceed 45 students. School size should be conducive to teaching, student physical and mental health, and management, thereby improving educational efficiency." However, many rural and county primary and secondary schools, especially high schools, face the challenge of continuous enrollment expansion, while their resources—such as teachers, classrooms, dormitories, and teaching equipment—are limited. As a result, they are forced to expand class sizes. Some high schools have classes with up to 120 students, and review classes may even exceed 200 students, far exceeding the conventional class size stipulated by the Ministry of Education. This not only affects the quality of education but also hinders management. Overcrowding in classrooms and libraries (P37) can lead to negative educational and social psychological effects, reducing learning efficiency. At the same time, teachers' physical and mental energy is significantly increased, making them more prone to fatigue. In such situations, splitting classes into two or three smaller groups can improve teaching and learning efficiency, ensure educational quality, and thus require more teachers accordingly.
3. Changes in Teaching Methods and Technology
Currently, research-based learning and online learning are becoming increasingly popular, and the use of modern educational technology and media, such as computers, multimedia, and video, in the teaching process is more widespread. These changes have transformed traditional teaching models and, to some extent, influenced the demand for teacher human resources.