Research On The Living State Of The Teachers In Rural Compulsory Schools

Rural teachers are the backbone of rural education development,the situation of the living state of rural teachers reflects the overall problem of rural education.In the long-term of urban-rural dual structure,urban and rural areas formed between rural education systems of high quality education resources shortage,which has lead to a crisis in the living state of rural teachers in China,this kind of state causes the rural teachers troop unstable,structural contradiction to be ourstanding,and the quality of education in rural areas is poor.The root of solving these problems is to improve rural teachers' living state conditions,create a good society social and cultural circumstances for the living and professional development of rural teachers,and provide material security and spiritual support for the rural teachers' living state.This study was to explore the living state of rural compulsory education teachers,from the macroscopic background of the economic and social search for rural compulsory education teachers at the root of the living state of the reality,and analysis of the living state of rural compulsory education teachers state influence factors,finally put forward to improve the living state of rural compulsory education teachers state policy suggestions.The study mainly adopts the method of literature research,policy text analysis,case analysis and interview.Three schools located in rural areas are selected as cases to collect relevant policy textual material,and interview teaching researchers,principals,teachers,students and parents.Based on the empirical investigation,the following conclusions are formed:First,forty years of reform and opening up,in the development of urbanization and urban-rural integration,rural compulsory education become the focus of education policy,the appeals of the rural compulsory education into the pursuit of education quality.However,there is a contradiction between the development status of rural compulsory education and people's demand for quality education,and the living state of rural teachers also highlights many problems.The living state of rural teachers needs to be improved,in order to accelerate the development of rural compulsory education,and to enhance the quality of rural compulsory education.Second,the value orientation of China's rural compulsory education teacher policy has experienced from the pursuit of efficiency priority to education fair,from education quantity equilibrium to qualitative equilibrium,from the changing process of rural teachers blood-transfusion to hematopoietic,rural compulsory education teacher policy changes in the value orientation of motivation is the outcome of combined action of various factors,especially with the different stages of government governance concept,related to the age,is the embodiment of the outstanding problems in the field of education at that time.Third,affected by objective factors such as the rural social environment,school environment and teachers' individual subjective factors,rural teachers' living state in social status to slip limited salary is not high,professional development and career in addition,career concept is weak,and work pressure,etc.In addition,from the dimension of teachers as a professional person,career man,and social human,through the analysis of rural teachers' professional attitudes to deconstruct of rural teachers' living state,to divided rural teachers into four categories: necessity form,life type,growth form,and biotype.Fourth,rural teachers' living state affected by the rural social environment,school environment,teacher polices,and concept of teachers' profession,etc.Rural social environment,especially the backward of rural culture,leads to the identification crisis of rural culture for rural teachers.The contradiction between policy-making and implemention is not conducive to the construction and development of rural teachers;the poor school management system hinders the professional development and personal growth of rurual teachers;the weak concept of teachers' occupation restricts the demands of rural teachers' professional development.