Frontiers in Educational Research, 2026, 9(2); doi: 10.25236/FER.2026.090208.
Hua Yanjiao1, Hua Yanling2, Zhu Lin3, Yu Hangjue4, Li Lijiao5
1College of Education Science, Zhaotong University, Zhaotong, 657000, Yunnan, China
2Yunnan Experimental Middle School of Yunnan Normal University, Kunming, 650031, Yunnan, China
3College of Education Science, Zhaotong University, Zhaotong, 657000, Yunnan, China
4School of Art, Zhaotong University, Zhaotong, 657000, Yunnan, China
5School of Marxism, Zhaotong University, Zhaotong, 657000, Yunnan, China
Educational equity is the foundation of social equity. Ensuring the balanced distribution of educational resources is the primary prerequisite for achieving educational justice. This study, based on the full implementation of the "County-Managed School-Hired" policy, selected two mountainous schools and one urban school in the southwest region for case studies. The research mainly focused on interviews with teachers to understand the real situation and practical difficulties of teachers in terms of policy understanding, policy implementation, and teacher mobility under the guidance of the "County-Managed School-Hired" policy. The main problems identified are as follows: from the perspective of teachers, personal interests are damaged, there is resistance to mandatory exchanges, and a sense of belonging is reduced due to "no school affiliation" management; from the perspective of schools, the management boundaries between schools and education departments are blurred, the "school-hiring" authority is limited, authority declines, and there is a risk of power abuse; from the perspective of the government, there is a conflict between power delegation and supervision, and there is a lack of dedicated funds for support.
County-managed School-hired; teaching staff; influence
Hua Yanjiao, Hua Yanling, Zhu Lin, Yu Hangjue, Li Lijiao. Research on the Impact of the "County-Managed School-Hired" Policy on the Construction of Rural Teacher Teams. Frontiers in Educational Research (2026), Vol. 9, Issue 2: 57-63. https://doi.org/10.25236/FER.2026.090208.
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