Since private education was put forward and implemented, it has been recognized as a successful attempt and practice in the history of education, because of its wonderful complement to public education. China is a country with a large population. The results of the seventh census announcement (No. 2) of the National Bureau of Statistics of the People’s Republic of China show that by 2021, the total population of China has reached 1443497378. The demand for education among residents is increasing day by day, and the limited public education resources cannot cover all learning groups. The role of private education is becoming more and more important. The State encourages the establishment of private schools in accordance with the law by means of donation and foundation, and has formulated a series of guidelines and policies to protect the legitimate rights and interests of teaching staff and students at primary school. Chapter IV of the Regulations for the Implementation of the Law of the People’s Republic of China on the Promotion of Civilian-run Education (2021) clarifies the teaching qualifications, legal rights and interests, and guaranteed the salary treatment of teachers in private schools. According to the statistical bulletin of the Ministry of Education of the People’s Republic of China on the Development of National Education in 2021, there are currently 185700 private schools of all levels and types in China. The proportion of private primary schools is increasing year by year, and the number of teachers working in private primary schools is also increasing. The continuous development of private primary schools has also brought new educational management problems, among which the incentive of teachers has aroused strong concern of the society. The development and expansion of private education cannot be separated from a stable and high-quality teacher team. Whether to have an excellent teacher team becomes the basis and key for the competitive development of private schools. The teachers of private primary schools are different from those of public primary schools. The teachers of private primary schools mainly come from teachers recruited from the society, and a small part from retired teachers of public primary schools. The composition of personnel is complex. At the same time, managers should see that incentives are multifaceted, including economic and non-economic factors. Only by clearly grasping the needs of teachers, can school administrators fully mobilize teachers’ enthusiasm, optimize the existing incentive measures for teachers, ultimately improve teachers’ work efficiency and ensure the ultimate realization of educational objectives.

Yuan Xiaoling, Xie Yanfeng. Teachers’ Needs and Incentive in Selected Private Primary School in Hunan Province. International Journal of New Developments in Education (2023) Vol. 5, Issue 7: 115-119. https://doi.org/10.25236/IJNDE.2023.050720.

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