The Countermeasure Research And Occupational Condition Of Primary And Secondary School Teachers In Hainan Minorities And Poverty-stricken Areas

Since teachers’ state of existence decides the quality and level of education, the states ofexistence of primary and secondary school teachers in ethnic-minorities-inhabited areas andpoverty-stricken areas in Hainan, directly affect the quality of basic education of these areas.Therefore, it is of vital significance that we make survey of the teachers’ living state in theseparts, so that we can find out problems and put forward countermeasures for improvement.This research mainly adopts literature method, questionnaire method and interviewmethod, focusing on the following five problems: teachers’ work burden and pressure, careersatisfaction, teachers’ occupation value recognition and a sense of belonging, teachers’adaptability to the current new curriculum reform and current situation and demand ofteachers’ professional development. The research involves1000teachers in Hainanminority-inhabited areas and the poverty-stricken rural areas (below the administrative levelof county);1000questionnaires, recycling of908, the recovery rate being90.8%, of which880valid questionnaires, effective rate being96.9%.Through investigation and study we found that, on the whole, the present occupationalsituation of primary and secondary school teachers in Hainan minorities-inhabited andpoverty-stricken areas is good, showing the following characteristics: balanced sex ratio ofteachers’ component on the whole, with26to45year-old teachers as majority, integratingof the old and middle-aged and the young teachers; Heavy work burden in general, overloadwork burden and high working pressure in common, In spite of the heavy burden and highpressure, teachers are satisfied with their career including working environment and livingconditions and so on due to the national policy of concerning minority support as well as theteachers’ career morality lofty with the spirit of lofty dedication; A high recognition ofteachers career from students, their parents and from society due to the teachers’ dedicationand hard work, while at the same time, in face of the market economy, and in face of pressureand temptation from all aspects of life, some teachers has a weak sense of professionalbelonging; In the context of new curriculum reform, teachers are adapt to the currentcurriculum reform overall, the way of teaching transformed to some extent, but they arefacing with problems of such as inadequate of teaching facilities and the lack of resources, they are confused by how to change the above situation; In addition, teachers’ professionaldevelopment has been paid sufficient attention and showed a good tendency. Teachers showedan unprecedented enthusiasm on education, but in terms of their ability and level ofscientific research, they remains to be strengthened and improved.By analyzing the present situation mentioned above, this thesis finds out behindphenomena exists the following problem: the quantity and quality is uneven in each period ofprimary and secondary school teachers in the ethnic minorities and poverty-stricken areas;uneven workloads and opportunity of participation of training, low degree of specializationalso exist. To solve these problems, on the one hand, primary and secondary school teachersshould take initiative with enthusiasm and make efforts to improve their professional skill,On the other hand, the government and the education administrative department should makeefforts to create a good external environment and provide external support for teacher’sprofessional development. Specifically, it is suggested that education managementdepartments should formulate and implement reasonable teachers’ development policy ofethnic minorities and poverty-stricken areas, allocate teacher resources rationally, improve theteachers’ performance salary system, improve teachers’ treatment, tap teachers’ potential tothe maximum. In addition, the administrative department should continue to improve thetraining form and content of the teachers in ethnic minorities and poverty-stricken areas, andto promote teachers’ professional development. We believe in the joint efforts of teachersthemselves and the external support forces, the current state of the primary and secondaryschool teachers of Hainan minorities and poverty-stricken areas will be improved and thequality and level of the basic education in Hainan will also be able to get faster development.