Research On The Influencing Factors Of Elementary School Teacher Development

At present,one of the important contents ofChina's compulsory educationbalanced development is to promote the elementary school teachers'development and improve theiroverall quality.The topic of this thesis is "the influencingfactorsof elementary school teachers'development".The research goal is to analyze and classifythe various forces in the environments of elementary school teachers' development,as well asabstract and simplify the complex phenomena,so as to reveal the influencing factors of elementary school teachers' development and its mechanism.The thesis will also propose the future sulutions oriented problem-solving.In the first chapter,the definition of elementary teachers' development is made from the theoretical perspective of adult education and adult learning.It refers to a continuous process of self-adjustment so as to solve their problems when interacting with the environments.The goal is to acquire the abilities ofself-education and self-improvement.The theory of adult education and adult learning provide a new theoretical perspective for elementary school teachers' development.The concept and technology of adult education and adult learning are of enlightening and guiding significance for the study of the lifelong and overall development of elementary teachers,as well as the formation oflearning organization.In order to present the current situation of elementary school teachers' development and its main influencing factors,in the second chapter,the researcher uses self-made questionnaire on the elementary school teachers' development to do random sampling survey in Jiangsu Province,altogether provide questionnaire 800,using SPSS 16.0 software for analysis.Frequency statistics describes the aspects of the teacher development needs quantitatively.Factor analysis establishes the main influencingfactors of elementary school teachers' development,making sure the direction and degree of the influence initiated by the factors.ANOVA determines the difference of different groups divided by various dimensions.If there is difference,further analysis will then carried out.Correlation analysis and linear regression analysis establish the relationship among the variables and determine the quantitative equations between two variables or more.The analysis driven by data shows that the main influencingfactors of elementary school teachers' development can be classified into six aspects,they are:peer competition,material needs,professional competence,workplace relations,official trainings and teacher-student relations.Among the six factors,the contribution of "peer competition" is particularly obvious.In the third chapter,deeperanalysis of the six influencingfactorsis madeone by one just likereelingsilk from cocoons.It shows that "peer competition" and "fairness" are highly correlated,"material needs" and "income" are highly correlated,"professional competence" and"adaptation of assessment and evaluation system" are highly correlated,"workplace relations" and"colleaguecommunications"are highly correlated;"official trainings" and "identity for teacher training" are highly correlated;"teacher-student relations" and "teachers andstudent'parents relations" are highly correlated.The teachers who havedifferent natural and social attributes have different characteristicson different factors.In the fourth chapter the research goes deeper and deeper.Evey factor is put back into the specific and complex situations to explore the interactive effect and influence of the six influencing factors.Interviews are done to present the individual concerns so that the structural and systematic problems can be revealed.There are 10 interviewees includingelementary school teachers,the principals and vice principalsin Jiangsu Province.The interviews have reached the following objectives:to establish the inner relationship among theinfluencing factors;to find out the process,mechanism and reasons of influencing factorsin the real situation;to draw the current plight of elementary teachers' development.At present,the elementary school teachers'development mainly encountered three problems,they are:competition systemwith the purpose ofselection,performance evaluation with no incentive effect and the official teacher trainings without needs assessment.The essence of the three problems is a controlpower from administrative.So that teachers are stuck in the stuff about "I and others" and "I and material ",seldom having chance of exploring the issue of "I and me".By others' experience,wise men correct therir own.In fifth chapterthe researchermakes an empirical investigation of public elementary school teachers in California,USA,to seek the experience of other nations.Thescope of the survey includes the elementary school teacher development programs organized by University of California,Berkeley and four public elementary schools.The respondents are public elementary school principal,elementary school teachers,university professors,as well as the in-service and pre-service teachers who involved in teacher development programs.Research methods include interview,observation and text analysis.All the data are compared and proved with each other.It shows that USA has a distinctive theory and practice in six aspects of peer competition,material needs,professional competence,workplace relations,official trainings and teacher-student relations.And analyze the reference value of the foreign experience.The sixth chapter enters into the problem solving part.According to thefacts and dilemmawhich quantitative and qualitative researchpresents and the growth laws of elementary teachers' development,alsowith the foreignreference,this part proposes path selections suitable for nationaleducation.The development of elementary school teachers not only depends on the improvement of the system and the re-distribution of the discourse power,but also depends on the teachers'effortsto improvethemselves.