A Study On Interpersonal Relationship Of Primary Teacher Supporting Rural Education From Urban School

As to the policy of exchanging urban and rural teachers, it has been implemented for many years, more and more urban teachers has been or will be involved in activities to support rural education, which has also caused conflicts and integrations of two organizational cultures in urban and rural schools, and problems about how can the teachers adapt themselves in order to improve work efficiency have come out at the same time.This study is a qualitative research. It directly displays the interpersonal experience, evaluations of that and the reflections when the teachers were in the exchanging work, and organizational culture conflicts between urban and rural areas which also come from the experience through the in-depth interviews. These interviews are made by teachers who have took part in the activities to support rural education and some principals, teachers, students as well their parents in rural schools who have received outside help in Jinhua, Zhejiang province. Meanwhile, this study analyses the topic in the first person perspective, in order to understand their behaviors, feelings and meanings of the explanation, then analyses the actual interactions between urban school teachers and rural schools which receive supporting education as well as the interpersonal differences between urban and rural school teachers who are in varied organizational cultures. This study intends to think out some strategies for improving the effectiveness of exchanging policies between urban and rural areas in a perspective of promoting the integration of two kinds of cultures so as to improve teachers'interpersonal relationships.The thesis is divided into three parts. In the first part, "me" is the main focus. Firstly, reasons of the topic are introduced, and then the scope, content and related conceptions of this study are defined, especially some basic conceptions. Secondly, a brief introduction and some comments are made about researches of communication policies and systems in urban and rural areas as well as teachers'interpersonal relationships, what's more, the implications of the study are demonstrated. Finally, according to the time sequence, the article simply demonstrates the explanation of the whole research process with thinking about the research ideas and methods from my point of view. In the second part, the exchanging experience is respectively described and representative views are picked out in order to analyze the topic. On the basis of this, one of the teachers is taken out as a case study so that the content of this research can be shown in a more comprehensive and consecutive way. It makes a summary at first, considering that some urban teachers and rural schools are mutually accepted passively to some extent, at the same time, they don't see each other as companion, it analyzes the phenomenon from the aspect of cultural conflicts and integrations. Then, it points out that in addition to a few factors existing in urban teachers'conceptions, rural schools lack a human resources management mechanism which could take urban teachers as a part of school resources to be managed positively, the two are both important to influence actual effect of supporting rural education. Thirdly, it tries to find how to promote the integration of two organizational cultures so as to build interpersonal relationships for increasing teaching effectiveness through enhancing understandings of related policies, building evaluation mechanism which focuses on rural schools and fixing a couple of teaching counterparts. Finally, some thinking about research method of special content and follow-up studies are displayed.