The Research On Korean Primary School Teachers’ Vocational Adaptation

Career development, as the individual’s life is a continuous process of development in each stage of his career have different features, individuals need to constantly adjust and adapt to the occupation of the occupational environment. Teachers to step into their professional field, with individuals engaged in other occupations, facing the occupational adaptation. Teachers’occupational adaptation is a dynamic process of sustainable development throughout the entire period in the career of teachers, it is the interaction between teachers and other professional and occupational environment, adjustment, in order to achieve a harmonious process, but also teachers the successful completion of education and teaching an important prerequisite. Seen in this light, it is very necessary adaptation of the teaching profession. Looking at the domestic and international research on the teaching profession to adapt to the main concern focused on the study of beginning teachers, different researchers through extensive and in-depth investigation, summed up the vocational adjustment of the beginning teachers faced with various problems and difficulties, and actively explore influencing factors, and put forward countermeasures and suggestions to improve the vocational adjustment of beginning teachers in a targeted manner, provides an important reference for the development of appropriate help and support system. From most of the research point of view, the occupation of the entire teacher career stages to meet the little research studies have not been carried out for the career of the Korean primary school teachers to adapt.Select the Yanbian area towards the Han Chinese primary school classroom teachers a total of659human subjects, the use of Korean elementary school teaching profession to adapt to the study questionnaire and on the part of individual interviews, to understand and grasp the career of the Yanbian Korean elementary school teachers to adapt the overall adaptation level and professional roles, professional ability to adapt, professional people to adapt to professional psychological adjustment to the level of adaptation of four different dimensions, and to explore the different stages of their careers, different education levels, different disciplines, different titles, different regions and different ethnic Korean primary school teachers, occupational adaptation, and to further explore individual factors, pre-culture factors and staff training factors of occupational adaptation, corresponding countermeasures and suggestions for the development of education and reform of the Korean primary school teachers to provide some useful reference and reference.On the basis of conducting survey and interviews, the following conclusions:1.A Korean elementary school teaching profession to adapt to the overall water average was3.68, close to the normal level.4.1%of the teachers at a high level,58.2%of teachers at a high level,33.2percent of teachers in the general level,4.5%of the teachers at a low level. In the adaptation status of teachers is274, accounting for62.3%; in not meet the state’s teachers for166people, accounting for37.7%. Role adaptation (3.91) in first place, the psychological adjustment (3.12) at the bottom, people adapt to (3.78) and the ability to adapt to (3.66) points out in second place, third place.2.Into the hands of teachers in general to adapt to water an average of4.11, in the adaptation status of teachers is129, accounting for94.2percent of the teachers of the stage; overall undergraduate education teachers to adapt to water an average of3.69,25teachers in the adaptation state, accounting for73.5%of the teachers of the academic levels, both of which belong to the high fitness group. Initial term of office of teachers in general to adapt to an average of3.03, in the not meet the state’s teachers is33, accounting for91.4percent of the teachers of the stage; specialist education levels of teachers overall to adapt to water an average of3.65, is not meet the state’s69teachers, accounting for42%of the teachers of the academic levels, both of which belong to the low adaptation group.3.Pre-culture factor level of the professional development of primary school teachers of Korean no significant effect. The pre-culture factors to the overall level was low significantly associated with vocational adjustment, no significant effect on the overall level of occupational adaptation. Course set up and cultivate the form of career to adapt to the overall level of no significant forward impact, but the course set on occupational adaptation level in the role specification to adapt and career like the extent there are significant with the impact, cultivation in the form of educational capacity to adapt and teaching ability to adapt to have a significant effect.4.Raising the level of the Korean elementary school teachers’professional development is mainly relying on vocational training. Vocational training factors and occupational adaptation of the overall level was highly significantly related to significantly affect the overall level of occupational adaptation. Training to adapt to the overall level of career, the ability to adapt to the level of a significant effect. The form of training no significant effect on the overall level of occupational adaptation, the ability to adapt to the level of interpersonal adaptation level have a significant effect.Through the above conclusions,made the following suggestions:l.The reform of pre-vocational education to enhance the training level and standards of training. Actively promote the process of primary school teachers undergraduate education, training primary school teachers at undergraduate level talent, and to strengthen the specialized education of primary school teachers.2.Further emphasis on vocational training, improve the quality of teachers’ professional. To enhance the relevance of the training content, the rich diversity of forms of training, preservice training activities play an important role.