职称是乡村教师队伍建设的重要抓手和挑战，是中小学教师队伍建设的重要制度性因素，也直接关系着乡村教师的切身利益。职称制度改革对乡村教师留教的实际影响始终成为他们在留教和流失之间徘徊的关注点。北京市远郊乡村小学教师留教问题以及由此引起的教育成效区域差异，是一线城市在新时代解决发展不充分不平衡问题的应当关注重视的现实民生问题。本文研究的核心问题是，通过以H小学为案例并对不同类别教师进行个案访谈，分析出中小学教师职称制度的实践。并重点关注以下问题：第一，制度改革前后，H小学离职的教师类别有没有什么不同？第二，制度改革前后，离职教师的离职原因哪些是职称制度改革所导致的？第三，制度改革前后，离职教师的原因有何差异？第四，职称制度改革影响教师留教的具体实现路径是什么？围绕这些问题，本文的研究方法和内容是，对北京远郊H小学校教师分别按照访谈提纲进行实际调查和个案访谈工作，通过提炼教师的工作现状、职称制度改革对乡村教师留教的实际影响。分析乡村教师对职称制度的评价、期待与建议，为教育行政部门出台更好的乡村教师激励政策提供一定的案例支撑。本文的主要研究结论如下：第一，职称制度改革前后，离职教师的类型存在差异。相比职称制度改革前而言，中高级教师的离职情况相对有所减弱，但是初级教师的离职情况反而有所增强。这就表明，教师职称制度改革对不同教师群体的留教影响在方向上和程度上是不同的。第二，职称制度改革前后，教师离职的原因也存在差异。职称制度改革之前，教师离职的主要原因包括：一是教师各级职称工资差异较小且普遍偏低；二是职称评审过程缺乏公平公正公开原则；三是高级职称指标配置与乡村教师实际数量匹配度低。职称制度改革之后教师离职的主要原因则包括：年轻教师对教师职称制度改革知晓度不高；职称评审考核内容欠合理；教师职称制度评审的公平性不足；初级职称工资待遇提升幅度远小于高级职称工资待遇。因此，本文结合国内外关于中小学教师职称制度的经验做法与启示，提出了完善北京市中小学教师职称制度和激励H小学乡村教师留教的建议。主要包括：联合高校制定“导师计划”；完善已聘高级岗位聘用管理机制；加大对乡村教师的荣誉鼓励；设立北京市专属基层的中小学教师高级职称；深化岗位薪酬津贴制度改革。

The professional title is an important starting point and challenge for the construction of the rural teacher team. It is an important institutional factor in the construction of the primary and secondary school teacher team. It also directly affects the vital interests of rural teachers. The actual impact of the job title system reform on rural teachers studying abroad has always been the focus of their wandering between staying and loss. The problem of the retention of teachers in rural primary schools in the suburbs of Beijing and the resulting regional differences in educational effectiveness are the real issues of people's livelihood that should be paid attention to in first-tier cities to solve the problem of insufficient and uneven development in the new era. The core problem of this paper is to analyze the practice of primary and secondary school teacher title system by taking H primary school as a case and conducting case interviews with different types of teachers. And focus on the following issues: First, before and after the system reform, is there any difference in the types of teachers leaving H primary school? Second, before and after the system reform, what are the reasons for the departure of the resigning teachers caused by the reform of the title system? Third, before and after the system reform, what are the reasons for leaving teachers? Fourth, what are the specific ways in which the reform of the professional title system affects teachers' staying? Focusing on these issues, the research method and content of this article is to conduct actual investigations and case interviews on teachers in the H elementary schools in the suburbs of Beijing, according to the outline of interviews, and to refine the actual impact of teachers’ job status and professional title system reform on rural teachers staying. Analyze the evaluation, expectation and suggestion of rural teachers on the job title system, and provide some case support for the education administration department to introduce better incentive policies for rural teachers. The main conclusions of this paper are as follows: First, before and after the title system reform, there are differences in the types of resigned teachers. Compared with the job title system reform before, the turnover of middle and senior teachers has relatively weakened, but the turnover of junior teachers has actually increased. This shows that the impact of the reform of the teacher title system on staying in school of different teacher groups is different in direction and degree. Second, before and after the title system reform, there are differences in the reasons for teachers leaving. Prior to the reform of the job title system, the main reasons for teachers leaving were: first, the difference in salary of teachers at all levels was generally small and generally low; second, the lack of fairness and fairness in the process of job title evaluation; third, the matching of senior job title indicators and the actual number of rural teachers Degree is low. The main reasons for teachers leaving after the title system reform include: young teachers are not well aware of the teacher title system reform; the content of the title evaluation is unreasonable; the fairness of the teacher title system evaluation is insufficient; the salary increase of the primary title is much less than that of the senior title Wages. Therefore, this article puts forward suggestions to improve Beijing's primary and secondary school teacher title system and to encourage H primary school teachers to stay in school. Mainly include: joint colleges and universities to formulate a mentor plan; improve the employment management mechanism of hired senior teachers; increase honorary encouragement to rural teachers; establish a senior professional title for primary and middle school teachers in Beijing and deepen the reform of the post salary allowance system.