需求层次视角下义务教育教师流动问题探析

An Analysis of Compulsory Education Teacher Mobility from the Perspective of Hierarchy of Needs

摘要: 义务教育阶段教师的合理流动能够有效调配区域内教育资源，也是推进基础教育公平发展的核心举措。本研究以马斯洛需求层次理论为核心分析依据，结合政策文本，分析了教师流动的整体特征。义务教育教师流动呈现出明显的向城区聚集的单向流动趋势，城乡教师配置长期存在结构性失衡的问题，现行的流动激励机制也无法适配教师群体差异化、多元化的职业发展与生活需求。教师流动各类问题的深层成因，是现有教育管理体系没有全面覆盖教师不同层级的实际需求，无论是基础的薪资收入、职业稳定保障，还是工作场景中的归属感、职业认同感，以及更高层级的专业成长机遇与自我价值实现空间，都存在不同程度的供给缺失。为此，本文立足教师真实需求搭建优化教师流动工作的完整机制，通过健全薪资补偿与职业保障相关制度、改善校园管理模式并强化人文关怀、拓展教师长期专业成长路径的方式，为均衡区域义务教育教师资源配置、推动教育均衡发展提供可行的实践参考。

Abstract: The rational mobility of teachers in compulsory education can effectively allocate regional educational resources and serves as a core initiative to promote the equitable development of basic education. Grounded in Maslow’s Hierarchy of Needs theory as the primary analytical framework, this study, combined with policy texts, analyzes the overall characteristics of teacher mobility. Compulsory education teacher mobility exhibits a clear unidirectional trend toward urban concentration, with long-standing structural imbalances in the allocation of urban and rural teachers. The current incentive mechanisms for mobility fail to accommodate the differentiated and diversified career development and living needs of teachers. The deep-seated causes of various issues in teacher mobility lie in the failure of the existing educational management system to comprehensively address teachers’ actual needs at different levels—whether in terms of basic salary income and job security, a sense of belonging and professional identity in the workplace, or higher-level opportunities for professional growth and space for self-fulfillment, all of which suffer from varying degrees of supply deficiency. To this end, this paper constructs a comprehensive mechanism for optimizing teacher mobility based on teachers’ genuine needs, by improving salary compensation and job security systems, enhancing school management models and strengthening humanistic care, and expanding long-term professional development pathways for teachers, so as to provide feasible practical references for balancing the allocation of compulsory education teacher resources and promoting equitable educational development.