Research On Primary School Teachers’ Engagement

In the 21 st century, the quick development of human society has posed a stiff challenge to education. Countries around world all have adopted “Strengthening education reform to enhance education quality”as basic strategy to meet the challenge. Reform has become new normal state of affairs of educational development in new century.Conspicuously, the implementation of the education reform measures,and the realization of the education quality enhancement, both have to rely on a high-quality faculty and its dedication.Located in the rudimentary phase of the national education system,primary school is the key link to improve national quality. To primary school teachers, the professional feeling is the core elements of their professional quality, and the soul of their professional culturing, and the object as well as motivation of their self improvement. Overtly, teachers’ professional feeling present itself as the ardent love to the education cause and to the pupil. The cultivation, expression, and degree of this love of the teachers is related to their job devotion. Therefore, the rational judgment of the influence factors on the teachers’ career dedication is of great significance to perfect faculty managing system, to heighten teachers’ job satisfaction, and to raise teachers’ self-consciousness of professional development.This study undertakes the analysis of and discussion on the primary school teachers’ engagement in two respects. On one hand, to construct a model aiming at exploring antecedent influences on primary school teachers’ professional engagement and the impact of them on their attitude towards and performance of their work. On the other hand, to discuss the influences of China’s characteristic education reality on primary schools teachers’ devotion to their work, that is, in what way the urban and rural dualistic education structure and gender have affected teachers’ professional engagement.This study carried out the discussion on primary school teachers’ engagement through qualitative and quantitative research methods,including documentary analysis, group interview, large sample questionnaire survey, and the structure equation model.The research findings are as follows:First, profession characteristics, perceiving of support, recognizing of rewards, procedural justice, distributive justice and family background all constitute influential factors of teachers’ engagement. Family presents negative impacts on teachers’ engagement. The above –mentioned have shown disparities resulting from teachers’ gender and whether their schools are located in urban or rural areas.Second, primary school teachers’ engagement impose positive influence on their job satisfaction, organizational commitment,citizenship behavior of individual and organizational citizenship behavior,but have little negative effect on their intention to quit teaching job. The above points differ among male, female teachers working in urban or rural areas.Third, the primary teachers’ job satisfaction is the key element for the teachers’ engagement.Fourth, in the course of primary school teachers’ professional development, the absence of the effective organizational support and“offside” organizational systems interference present difficulties to improve teachers’ engagement.