57In 1990, the pupil-teacher ratio at primary and secondary level was 15:1 and
13:1 respectively in Huaziping and 18:1 and 11:1 in Yanhewan. These levels were
low by international standards. By the early 2000s the ratio had risen at primary
level to 27:1 in Huaziping and 20:1 in Yanhewan. However, as enrolments fell, and
teachers were retained in service, the pupil teacher ratio then fell such that by the
late 2000s it was below 15:1 in Huaziping and as low as 11:1 in Yanhewan Central
Primary School. Secondary pupil teacher ratios appear to have remained between
13:1 and 15:1.
These low ratios may indicate that there is scope for increased efficiency. In
2009, all the students from grade 1–5 had 8 periods of lessons every day, amount-
ing to 40 lessons a week (38 in grade 6) in Huaziping Central Primary. There were
three parallel glasses in each grade so every teacher had an average of about 11
lessons per week, or about 2 lessons every day. The class size of the central pri-
mary school was very large at over 65 pupils. One option is to reduce class size,
increase teaching loads and improve teacher utilization and teaching and learning
quality. This could allow increased salaries funded from greater efficiency.
Yanehwan Central Primary School operated in a similar way with an even
lower pupil teacher ratio. One of its associated primary schools had a pupil teacher
ratio of only 7:1 as a result of rapidly falling enrolment. Two incomplete primary
schools had a pupil teacher ratio of 12:1. In the first there were three teachers and
37 students and each teacher was responsible for each grade. They therefore all
had classes all day and about 40 lessons every week across all subjects but with
small class groups of around 12 pupils. In the other school there was only one
teacher and 12 students so the teacher had to teach all the time in a multi-grade
environment.
The evidence that we have indicates that the teaching force does turnover
with about 10 % transferring in and out of schools each year. There are charac-
teristically more transfers into the central primary schools than out since they are
regarded as more desirable postings and these schools appear to have more sta-
ble staffing. Secondary schools have a turnover that is between 5 and 10 %. In the
group interview with teachers there was a general satisfaction with the accommo-
dation, office space, and other treatment provided. However, they expressed a lack
of satisfaction with pay, and with separation from their partners and children, since
they only saw their families and children once a week or once a month. Though
teaching is a good job locally many would apparently leave if they had a chance.
There are problems with substitute teachers who remain about 10 % of the
total number of teachers and who tend to work in incomplete schools. Treatment
is worse than official teachers, only 700 yuan a month without any other benefit.
Some of them have been working as teachers for over 10–20 years and very expe-
rienced. They have managed to get qualified through various challenges. But they
still cannot get the status of official teachers as it is the policy of the county gov-
ernment that they stop transferring them to official teachers as more university or
college graduates become teachers.
The story of teacher Zhou in Yanjiagou Incomplete primary school in
Yanhewan Township is illustrative. She was 39 in 2008 and has been teaching for