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

Author: Shen Jiliang
Publisher:
Publish Date: 2006-05-14
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 societal development, the intensification of educational market competition, and changes in organizational scale to meet societal demands all influence the demand for teacher human resources in a school organization. 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 result in a reduction in the number of teachers. Conversely, if a teacher's workload is overloaded, additional job positions may need to be created, leading to 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 teaching tasks, enhancing teachers' motivation, and providing them with sufficient space for professional growth. Currently, many primary and secondary school teachers are overburdened, with excessive workload. Many teachers teach over 50 classes per week for consecutive years, with weekends and holidays severely compressed, leading to physical and mental exhaustion. Many 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 relatively reduce the workload of each teacher. 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 a school organization. Schools must predict future enrollment trends over the next few years to determine the demand for teacher human resources. For example, if a high school decides to expand by two classes in the following year based on local student enrollment 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. School size should be conducive to teaching, student physical and mental health, ease of management, and the improvement of educational efficiency." However, many rural and county primary and secondary schools, especially high schools, face annual enrollment expansion while resources such as teachers, classrooms, dormitories, and teaching equipment are limited, forcing them to expand class size. Some high schools have classes with up to 120 students, and review classes even exceed 200, far exceeding the conventional class size set by the Ministry of Education. This not only affects the quality of education and teaching 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, changing traditional teaching models and, to some extent, influencing the demand for teacher human resources.