民办教育是我国教育事业中不可或缺的重要组成部分，民办学校教师在我国教育事业的发展中，做出了重要贡献。民办教育实行分类管理以来，义务教育阶段的民办学校定位为非营利性质的学校，因此，义务教育阶段的民办学校教师和公办学校教师同样从事于非营利的教育事业。伴随着公办学校教师工资水平的不断提高，民办学校教师原有的工资优势不再凸显，同时由于其身份限制，退休待遇得不到保障，进而导致民办学校教师整体工作满意度较低、幸福感不强。

我国义务教育的实行离不开民办学校教师，因此保障民办学校教师的各项权益，调动其工作的积极性是当前民办教育的重要问题。国家近些年来出台一系列扶持举措，着力解决民办学校教师问题，但政策执行效果与理想目标之间仍存在差距。本研究基于人本主义需求层次理论（ERG理论）以及史密斯政策模型，系统分析义务教育阶段民办学校教师扶持政策，构建了义务教育阶段民办学校教师的政策分析维度，主要分为生存需要、关系需要和成长需要三个维度。在分析维度的基础上，结合专家和一线教师的指导，编制问卷和访谈提纲，对以江苏省X市的义务教育阶段民办学校教师扶持政策的执行效果进行深入调查，结合SPSS软件进行数据分析，得出政策执行结果。

研究发现，义务教育阶段的民办学校教师政策满意度整体达到一般满意水平，政策执行取得了一定成效，但与理想的政策效果之间仍存在差距。其原因在于，在政策内容上，教师保障机制尚未健全；政策执行上，理论与现实脱轨，倾向于教师的生存扶持维度；且受当地经济社会影响，经费支持不足。同时，X市未建立一定的政策惩罚机制，一定程度上也影响着政策的执行效果。为更好保障义务教育阶段民办学校教师的各项权益，以教师需要层次理论为依据，提出具体策略建议，如加大财政扶持，保障教师生存需要；转变扶持观念，重视教师的关系需要；完善相应机制，满足教师的专业发展需要，以此推进政策不断优化。

Private education is an indispensable component of Chinese educational enterprise, and private school teachers have made an important contribution to the development of Chinese educational enterprise. Since the classified management of private education was implemented, the private schools at the stage of compulsory education are positioned as non-profit schools. Therefore, the teachers of private schools and public schools at the stage of compulsory education are all engaged in non-profit educational undertakings. With the continuous improvement of the salary level of teachers in public schools, the original salary advantage of teachers in private schools is no longer prominent. At the same time, due to their status restrictions, the retirement benefits are not guaranteed, which leads to low job satisfaction and low happiness of teachers in private schools.

The implementation of private school teachers on compulsory education is of great significance. Therefore, the protection of the rights and interests of private school teachers and the mobilization of their enthusiasm for work is the important issue of private education. In recent years, the government has introduced a series of supporting measures to solve the problem of teachers in private schools, but there is still a gap between the effect of policy implementation and the ideal goal. Based on the humanistic hierarchy of Needs theory (ERG theory) and Smith policy model, this study systematically analyzes the supporting policies of teachers in private schools in the compulsory education stage, and constructs the policy analysis dimensions of teachers in private schools in the compulsory education stage, which are mainly divided into three dimensions: survival needs, relationship needs and growth needs. In order to conduct an in-depth investigation on the implementation effect of supporting policies for teachers in private schools in the compulsory education stage in X City, Jiangsu Province, the questionnaire and interview outline were compiled based on the analysis dimension and combined with the guidance of experts and front-line teachers. Then, data analysis is carried out with SPSS software, and the results of policy implementation are obtained.

It is found that the policy satisfaction of private school teachers in compulsory education stage has reached the general level of satisfaction, and the implementation of the policy has made some achievements, but there is still a gap with the ideal policy effect. The reason is that, in terms of policy content, the guarantee mechanism of teachers is not yet perfect. In policy implementation, theory and reality are derailed, tending to the dimension of teachers' survival support. And affected by the local economy and society, the financial support is insufficient. At the same time, X City has not established certain policy punishment mechanism, which also affects the effect of policy implementation. Based on the theory of teachers' needs hierarchy, this paper puts forward specific strategies and suggestions to better protect the rights and interests of teachers in private schools in the stage of compulsory education. For example, the government can increase financial support to guarantee the survival needs of teachers, change the concept of support to pay attention to the relationship needs of teachers, improve the corresponding mechanism to meet the needs of teachers' professional development, so as to promote the continuous optimization of policies.