Study On Teachers' Professional Quality Structure In Rural Junior Middle School

This study deeply analyzes the professional quality of teachers in rural junior middle school. It seeks to describe what the character of teachers'professional quality ought to be. Through research, the paper tries to interpret the teacher's quality from the angle of first-line teachers and reveals the intrinsic link it contains, aiming to seek the ways to enhance teachers'professional quality. Teachers'Professional Quality refers to the basic psychological and behavioral qualities to complete the teaching task. Teachers'professional quality includes: good personal character; professional ethics; extensive knowledge and proficiency in the subjects taught; education theory; language literacy; teaching ability; good health.According to literature review, open questionnaires survey, individual interviews, group interviews, 360°interviews, questionnaires tests, formal survey and statistical analysis of relevant data, the author compiled and revised the questionnaire of professional quality of teachers in rural junior middle school. Based on it, the paper set seven dimensions on the teachers'professional quality which includes: teaching and research, teaching organization and management, achievement motivation, students motivating, professional guide, active learning, personality characteristics. At the same time, the study made a questionnaire survey about the overall condition of teachers'professional quality, in which 870 front-line teachers of 18 rural secondary schools in JiangXi Province is as survey object. The main conclusions are listed in the following:[1] The result of descriptive statistics on seven dimensions of teacher qualities shows that on the aspect of"achievement motivation", teachers get low score and the discrete range is biggest( XS is biggest)[2] Factors such as age, marriage, academy degree, teaching subject, current professional title, school size and the number of published articles will have significantly difference on the aspect of"professional guide".[3] Factors such as age , marriage, education, current titles will have a significant effect on dimension of"Active Learning".[4] Factors such as age, marriage, school form, current titles, school size will have a significant effect on dimension of"Personality", which is a aspect of teachers'professional quality in rural junior middle school.[5] Teacher with different gender and teaching subjects will have a great difference on evaluation of"Achievement Motivation"dimension.[6] Factors such as age, being class adviser, number of published articles will have a significant effect on dimension of"Teaching and Research".[7] Factors such as age, marriage, being class adviser, current titles, school size and number of published articles will cause teacher evaluation on dimension of"Student Encouraging"significant differently.[8] Factors such as age, marital, education, current professional title and school size will have a significant effect on the dimension of"teaching organization and management".[9] Factors such as age, marriage, awards, current professional titles and school size will have a significant effect on the overall scores of teacher in rural junior schoolLastly, combining with the situational survey, this paper made a statistical analysis of the importance of the Teachers'Professional Quality Structure, the importance of teachers'basic abilities, and the ways to improve teacher quality. At the end of the article, the author made a discussion on the conclusion of the empirical study and the limitation of the study. The author also pointed out the prospect of future research.