The Research On The Social Support Provided For Teachers In Migrant Children’s School

In recent years, floating children’s education problem has obtained the social widespreadattention from all walks of life.The related media reports and academic research have just focused onthe floating children and their schools. However, the academic world is short of in-depth research anddiscussion on teachers in the migrant school.This study adopts a qualitative research method, taking a migrant school in Beijing for exampleand combining the teachers’ real-life situation, to do deep analysis on their social supports during theirdaily life and try to understand their subjective feeling of these social supports. Finally from theperspective of professional social work, we try to put forward some constructive suggestions.Findings are as follows:Firstly, teachers in migrant children’s school are facing multiple stressfrom work, family, school and students’ parents; Secondly, teachers have gained various socialsupports from different social relationships and there is a big difference between them; Thirdly, theyhave a unique subjective feeling of their social supports and the requirements are diverse.At last, the article have discussed the characteristics of their social supports, and put forwardsome constructive suggestions: taking professional intervention for teachers in migrant school fromthe micro, meso and macro levels; and building a social support network based on their life world,which would help the teachers cope with life difficulties and enjoy their own life.