The Survey On Vocational Selection Motivation Of Rural Teachers In Primary School

With our country region economy difference expands, the city changes thestrategy carry out, as well as the center for rural town planning and development,high-quality educational resources to the economy developed area together. The ruralarea teachers problem is increasingly serious for the development of the ruralcompulsory education has brought difficulties, to study and solved. This researchchoose two representative regions (Xiangtan, Changde) of rural primary schoolteachers as the research object, through on-the-spot investigation and study,understand the rural primary school teachers ’ vocational selection motivation, andaccording to the results of the survey were analyzed and put forward thecorresponding strategy for rural areas, solve the teachers resource problem forreference.Rural primary school teachers ’ vocational selection motivation directly relatedto teachers resources and the teaching quality. Find out rural primary school teachersneed factors, to meet the demand management strategy, the aim of this study ispromoting rural primary school teachers’ quality and balanced development ofcompulsory education. Firstly, based on the career motivation theory on the basis ofdomestic and foreign information about careers, influencing factors, the putativeeffects of rural primary school teachers ’ motives for the eleven influence factors,design contains eleven dimensions and thirty items of rural primary school teachers’career motivation questionnaire. The rural primary school teachers questionnaire andinterview, obtained the rural primary school teachers select teacher motivation;Secondly, through multivariate analysis in the theory of factor analysis summed upthe rural primary school teachers in employment by various dimensions of the degreeof influence; to find out the impact of China’s rural primary school teachers’ careermotivation the mian factors，including social，occupation and individual. City andtown two yuan of social structure and the policy leads to low income of urban andrural teachers; inversion of the personnel system in Teachers’ work intensity is tooheavy; rural relatively poor economic benefits low level lead to teachers. Occupationfactors, the working environment is relatively poor teacher occupation led todecreased attractiveness; exam oriented evaluation system for teachers’ achievementled to unfair evaluation; rural area social atmosphere not cause teachers lack a sense of security and professional quality drops. Individual factors include: the social statusof teachers occupation essence does not lead to higher college students employment;utilitarian social value orientation of teacher occupation to become students’ time orhelpless choice; pre-service education of weak lead teachers to the teacher occupationrecognition is not high;" the only children" reality in young people not to considerthe rural employment. Finally, combined with the development of our rural educationpresent situation, from the fact and theory of two levels of the factor madeexploratory analysis, put forward some constructive suggestions.