In recent years, the professional titles of teachers have attracted more and more attention. The reason is that it is becoming increasingly difficult for ordinary teachers to obtain professional titles, and the requirements for professional title evaluation are becoming higher and higher. Looking at the professional title evaluation in various places, this phenomenon exists in almost all of them. Looking at the senior and full-time senior teachers in education, there are not many real front-line teachers.

Recently, a netizen announced the list of senior professional titles in his area, which shocked many people.

This netizen said: There are 16 senior teachers in a certain area in northern Jiangsu. Among them, there are 6 principals, 4 staff members, 3 vice principals, 3 middle-level teachers, and 0 ordinary teachers. There are 4 substitute teachers in the front line, and 3 retired to the second line, but they are all experts, listening to classes and making reports.

Such a phenomenon may exist in the professional title evaluation across the country: the ratio of front-line teachers to full professors is extremely low, or even non-existent; and the front-line teachers who are fortunate enough to be rated as full professors may not necessarily be the best in the unit.

Therefore, it is really time to reform today's professional titles, otherwise professional titles will become a symbol of power and a system tailored for leaders.

The evaluation of professional titles is centered around various honors, projects, and open classes, which means that ordinary teachers are doomed to be unable to compete with leaders.

The current evaluation of teacher professional titles does not look at the teacher's daily work, but only at various honorary certificates. To be evaluated as a senior, one must have honors at the municipal level or above; to be evaluated as a full senior, one must have honors at the provincial level or above. These honors include: Teacher's Day commendations, projects, open classes, and so on. For ordinary teachers, being able to receive county-level or municipal-level honors is already the ceiling. As for provincial-level honors, unless there are earth-shattering great deeds, it is unlikely. Only principals and teaching and research staff at all levels have the possibility. This means that it is unlikely that front-line teachers will be evaluated as full senior. It can also be said that the full senior title is tailor-made for leaders.

Our principals at all levels have the final say in awarding honors, which means they have priority. Therefore, higher-level honors are not given to front-line teachers. Without an honorary certificate, it is unlikely that they will be able to obtain professional titles.

The evaluation of professional titles in primary and secondary schools should be based mainly on teaching performance, student evaluations, and number of class hours, rather than various honors.

I don't know who stipulated that the evaluation of professional titles should only be based on honors and scientific research results. Aren't teachers' usual teaching performance and student evaluations important? Primary and secondary school teachers are mainly responsible for teaching, with scientific research as a supplement. Why are teachers required to have scientific research results? What can they research?

Look at the many research papers published every year in education. How can they help improve teaching? Look at the experts and leaders in education. How good are their teaching abilities? Personally, I think that when evaluating the professional titles of primary and secondary school teachers, we only need to look at the three aspects, not the honors.

First, look at the teaching performance. Under the exam-oriented education, we must look at the teacher's teaching performance. As long as the performance is good, it means that the teacher is serious and responsible. Second, look at the evaluation of students and parents. A good teacher recognized by everyone is a real good teacher. Third, look at the workload. Teachers who do not teach must not be evaluated. Teachers who bravely take on heavy responsibilities are definitely worthy of praise, at least they have a spirit of dedication. As for various topics and papers, they should not be used as necessary conditions for evaluating professional titles, because these are really not necessary tasks for primary and secondary school teachers. Their focus is teaching and students.

In conclusion:

Teachers' professional titles are getting higher and higher. In the past, there was only senior, but now there is also senior, which is said to be equivalent to university professors, but which primary and secondary school teachers can have the level of university professors? The current professional title evaluation seems to give ordinary teachers more promotion channels, but in fact it has less and less to do with front-line teachers, because even if primary and secondary school teachers can be evaluated as academicians, how many ordinary teachers can be evaluated? Aren't all the people who are evaluated various leaders? In this way, the salary gap between ordinary teachers and leaders is getting bigger and bigger. They work more but earn less. Is it all because of the professional title?

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