Study On Young Teachers' Self-directed Professional Development In Rural Junior Schools In North-western Hunan

The development of education lies in the quality of teachers, young teachers are part of rural middle school teachers, they are both the hope of the nation's future education and driving forces in promoting the sustainable development of rural schools. To deepen the educational reform and implement the strategy of rejuvenating China through science and technology, it is necessary to construct young teachers with high qualities and improve their awareness and abilities of self-directed professional development.The young teachers'situation of self-directed professional will determine whether they continue working in teaching field and deeply influence teaching effectiveness, job satisfaction and professional durability etc.Due to the subjective and objective reasons, such situations of the young teachers in rural junior schools are not optimistic, especially problems existing in their consciousness and ability. Therefore, it is of theoretically and practically significance to study the young teachers' self-directed professional development in rural junior schools so as to promote their professional development and enhance basic educational quality in rural areas.On the basis of the present research, case study is employed in this study, which takes S county of northwestern Hunan as an example to analyze the situations, problems and influencing factors of young teachers in rural junior schools through questionnaire survey, case interview methods. The data are analyzed with SPSS. The aims of the study are as follows, elaborating the necessity of self-directed professional development of young teachers in rural junior schools, survey on the situations of their self-directed professional development, analyzing the factors influencing their self-directed professional development and putting forward the suggestions of improving their self-directed professional development.The thesis consists of six parts.PartⅠ:Introduction. The background, basis and the significance of this study are introduced, related conceptions are also defined.PartⅡpresents the theoretical basis of this study, including lifelong learning theory and theory of hierarchy of human needs. Meanwhile, the research conditions at home and abroad are analyzed.PartⅢpresents the content of the study, including sample selection, methodology, questionnaire establishment, testing process and data collection.PartⅣillustrates the conditions such as structure of young teachers in rural junior schools, in-service teacher education, self-directed professional development. Moreover, from the perspectives of awareness and abilities of self-directed professional development, the current condition and problems in professional developing are demonstrated. Young teachers in rural junior schools are conscious of self-directed professional development, but they can't practice effectively. The development consciousness is negatively related with professional titles. The lower professional titles, the stronger consciousness. Moreover, the abilities of self-directed professional development of these teachers are poor, including their self-directed research, self-directed reflection and their strategies.In Part V, the factors influencing self-directed professional development of young teachers in rural junior schools are analyzed from three aspects:nation, schools, young teachers and their families. The factors are as follows. Education policies:paying much attention to academic standards while ignoring teachers'comprehensive qualities, crippling evaluation and engagement of professional titles. School management:ignoring teachers'professional development and lacking necessary environmental supports, imperfect teachers management system. Family factors:economic conditions and supports from family members. Individual factors:unduly employment, occupational ideal deficiency leads to inadequate motivation.Part VI demonstrates some feasible suggestions about how to improve self-directed professional development of young teachers in rural junior schools, including suggestions to nation, schools, young teachers and their families. As far as nation is concerned, the system of professional titles evaluation should be consummated and the treatment of rural teachers be improved moderately, moreover, dynamic management must be applied to in-service training. Constructing interscholastic Association is also a good way. Schools should be active in offering resource supports, inspiring by achievement to enhance teachers'internal motivation, making the key teachers play the leading role in professional development, and establishing learning community. Family should play an important role in professional development. As for individual teachers, they should form and enhance the awareness of self-directed professional development and further improve their ability of self-directed professional development.Finally, apart from the conclusion, some shortcomings are reflected, in addition, some questions need to be paid attention to and explored in the future.