Core Viewpoint - The article discusses the structural changes in teacher resources in China, highlighting the surplus of elementary school teachers and the shortage of middle and high school teachers due to demographic shifts in the school-age population [1][3][5]. Group 1: Teacher Resource Changes - The school-age population in China is experiencing significant changes, with a peak in preschool and elementary school populations reached in 2020 and 2023 respectively [3]. - The number of elementary school teachers in 2024 is reported to be 6.5901 million, a decrease of 66,200 from the previous year, indicating that the number of teachers leaving the profession exceeds those entering [5]. - In contrast, the number of middle and high school students is increasing, with 53.8616 million and 29.2228 million students enrolled in 2024, respectively, leading to a growing demand for teachers in these levels [5][6]. Group 2: Cross-Stage Teaching - Cross-stage teaching is being implemented as a solution to address the surplus of elementary teachers and the shortage in middle and high schools, allowing for a more flexible allocation of teaching resources [6][11]. - The article notes that some regions have begun selecting elementary teachers to teach in middle schools, with specific criteria for selection including relevant qualifications and performance evaluations [8][9]. - However, challenges exist in cross-stage teaching, such as the need for teachers to obtain new qualifications and the lack of training for teaching different educational stages [9][12]. Group 3: Mechanisms for Improvement - The article emphasizes the necessity of improving mechanisms for cross-stage teacher allocation, suggesting that schools should adopt integrated educational models to facilitate teacher mobility [11][12]. - It is recommended to optimize recruitment standards and consider the adaptability of teachers to different educational stages, ensuring that the quality of education is maintained [12][13]. - The establishment of continuous education systems within educational groups can help break down the barriers between different teaching stages, allowing for a more cohesive educational experience for students [11][12].