Formal Temporary Teachers

The Supports Action Plan for Rural Teachers is the policy design of Hubei Province in the background of the balanced development of compulsory education, its aim is to improve the quality of teachers in rural areas, narrowing the gap between urban and rural education development. In this paper, policy implementation in Y County as a individual cases, is concerned with the experiences and encounters of policy actors in rural field, stick with the departure from the different policy stage. What the study tries to answer is the attempt to optimize rural teachers, improve the quality of rural education policy, why it is difficult to achieve the desired.Investigation shows that, after three years of service, few volunteer teachers continue to stay there, midway left teacher ratio reached39.7%. The living status and life experience directly affects their work motivation and emotion experience. In this paper, Reproduction them a series of key events from entry to demission:College students concern about future because of their impulse choice for teaching. When they come to the school site, they find that they have to take heavy teaching task, facing the challenge of large amount of stay-at-home children; They communicate with limited persons in closed environment of low salary; When their legitimate rights are damaged, they don’t know where to complain;"reverse flow" strengthen their worry about the future; preferential policies to be more in name than in reality, etc.. Thus, volunteer teachers to leave are not accidental, the study found, the interactive influence of these factors strengthens their doubt about the value and significance of their work and exacerbates departure from their determination. As a matter of fact, volunteer teachers become "temporary" teachers. Their come to a certain extent solved the problem of rural teachers, but could not bring stable teacher troop for Y County.The author analysis the reason why volunteer teachers as temporary teachers, combining with their critical things in their teaching period. The paper also makes a in-depth analysis in the policy’s fail to get the satisfactory results. There exists the conflict between local government’s self interests and the non-profit of the educational policy. The imperfect of policy interests causes the absence of beneficial owner. The conflict between top design of education policy and grass-roots practice is the key point of teaching policy deviating from the expected.