The Study On Full-Time Sports Teachers From Independent Colleges In Shenyang City From The Perspective Of Talent Environments

The thesis makes a study on full-time sports teachers from the independent colleges inShenyang by means of literature law, investigation, and statistical methods from the perspectiveof talent environment. In order to make a correct evaluation and identify the shortcomings, thestudy focuses on full-time sports teachers’ economic environment, culture environment, livingconditions, natural environment, social services, protection environment, innovation anddevelopment. Furthermore, the thesis brings out some constructive strategies on full-time sportsteachers team of independent colleges in Liaoning province from the point of view of improvingtheir professional environment.The results are as follows: The full-time sports teacher form10independent colleges inShenyang are satisfied with their income, and seven of the ten colleges have set up bonus system,three of them haven’t. Sports gyms can’t meet the need of physical education teaching, training,and competitions. None of them have sporting showcases and putting, and their libraries haveless sports books. They are lack of strong supporting mechanisms on teachers’ academicexchanges. Most of the colleges don’t prouide residence for full-time sports teachers. Full-timeteachers have an excellent interpersonal relationship with each other, but a common one withpart-time teachers. Most of the full-time teachers from the colleges have poor transportationconditions and only few of those colleges have transport subsidies for teachersSince the location of most independent colleges are far from the downtown, they have poornatural ease, but good air quality on campuses. The campus constructions have reached largersizes and campus landscaping is all better. But the infrastructure facilities are not perfect, whichneed to be further improved.The administrative organ personnels of these colleges work inefficiently. Only two of themhave set research funding, while the others don’t. All of them haven’t set the research foundationor innovation incentive fund. These colleges lack school regular training for teachers and theyhave no necessary funding and time support for teachers’ continuing education. All of them keepon evaluating teachers’ professional title every year, but it is an internal self-evaluation, and thesystems of professional title evaluation are not perfect, and are not in line with their teachers’conditions.