| Attention to job satisfaction of rural primary and secondary school teachers,forprimary and secondary school teachers in rural areas to stimulate the enthusiasm,toprotect the health of rural primary and secondary teachers, teachers in rural primaryand secondary stability is important. Teacher job satisfaction, is a teacher of theirworking conditions and status of a general, with emotional feelings and views of color.In this paper, Dongxiang County, Gansu Province in rural primary and secondaryschool teachers for example, using questionnaires, interviews, observation methods,the work environment, leadership, management, wages, relationships, work stress,work itself, self-realization, the students themselves, social support the overallsatisfaction ten factors analysis, the study finally reveals that:1.Overall, the rural primary and secondary school teachers on their jobsatisfaction is not high.2. Teacher job satisfaction from the various dimensions of the situation, teachersare more satisfied with the work environment, interpersonal relationships, the studentsthemselves, the leadership and management, the work itself, self-realization moderatesatisfaction with wages, work stress, social support is not satisfied.3. Individuals from different background, teacher satisfaction is different.(1) From a gender point of view, job satisfaction of teachers do not existsignificant gender differences,in most projects, the satisfaction of female teachersslightly higher than male teachers, in wages, the work itself, social support programs,the male teachers’ satisfaction degrees higher than female teachers.(2) From the age point of view, job satisfaction of teachers there are agedifferences, age at both ends of the teachers, the number of people are more satisfiedwith their work, while teachers in the middle stages of a small number of their jobsatisfaction.(3) From the point of view on seniority, job satisfaction of teachers on theseniority significant differences, but trends are not the same. With the increase inteaching time, teacher job satisfaction level was first decreased and then rise.(4) From the academic point of view, job satisfaction of teachers in educationthere are significant differences in most of the factors, higher education, the lower the satisfaction, teacher satisfaction with the level of education rises. However, inrelationships, work environment factors, higher education, the higher the satisfactiontendencies, but the difference was not statistically significant.(5) From the national point of view, the teachers there are ethnic differences injob satisfaction. Dongxiang, Hui teacher job satisfaction than Han high jobsatisfaction of teachers, the difference more significant.(6) Whether as a teacher from the point of view, whether from the teacher as ateacher of this dimension point of view, in most factors, as a teacher of teachers, theirlevel of job satisfaction than non-class teachers, mainly in wages, the work itself, thestudents themselves, social support factors.(7) From urban and rural comparison, teacher job satisfaction differencesbetween urban and rural areas. In the work environment, social support factors on thecounty level of satisfaction of teachers is higher than rural teachers, in most factors,the satisfaction level of rural teachers than teachers in the county.(8) Comparative perspective from primary and secondary school teachers,teacher job satisfaction differences between primary and secondary school teachers. Inmost of the factors, the satisfaction level of primary school teachers than secondaryschool teachers.(9) Monthly income from a different comparison, monthly income of teachers inthe different dimensions of satisfaction with the level of the difference was notsignificant, the general trend is rising along with the monthly income, the level of jobsatisfaction of teachers is relatively higher.According to the above findings, the work of teachers in rural primary andsecondary schools increased satisfaction a number of recommendations: from sociallevel,to improve the social status of teachers in rural areas, to further improve thewages of teachers in rural areas, actively guide public education in rural areas impactand improve social environment; from the school level, and gradually improve ruralprimary and secondary teachers’ work environment and working conditions, toestablish a people-oriented teacher management system, to create a humanisticconcern for the organizational climate, building a learning teacher organizations, meetthe teachers, self realization, to improve teacher training, learning effectiveness, and implementation of the development of teacher evaluation, to reduce pressure onteachers in rural areas; from the teacher level, and enhance their psychologicaladjustment, raise awareness of the value of their own, learn to enjoy the work ofteachers, and promote professional development of teachers. |
