Theoretical And Empirical Studies On The Professional Development Of Rural Junior High School Teachers

At present, the number of primary and secondary school teachers in China hasreached about ten million, the number has reached about ten million, of which themajority of teachers in the county town of the following areas. A greater degree ofprofessional development level of this group affect the entire rural compulsoryeducation quality. However, professional development of teachers in rural schools inChina’s long-term at a low level, professional development power is obviouslyinsufficient. How to promote professional development power for rural primary andsecondary school teachers, and the big area promotion the quality of compulsoryeducation in China, has become a keen interest in the topic of scholars.In this study, reference to domestic and foreign scholars on the basis of ruralteachers’ professional development theory and practice research, combined with therural middle school teacher professional development of the reality of our country, inthree rural Duchang county junior high school as an example, dynamic problems ofrural junior middle school teachers’ professional development, discussed the general.Through the analysis of qualitative and quantitative research, this study draws thefollowing conclusions:First, based on the literature review and theoretical analysis of the power ofteachers’ professional development of rural junior high school teachers professionaldevelopment dynamic model.Second, in the empirical investigation based on the analysis, reveals five keyinfluencing factors of rural middle school teacher professional developmentmomentum, respectively is the education belief, consciousness of professionaldevelopment, professional development, school management and social cultureatmosphere.Third, based on the actual situation fully consider the professional developmentof junior middle school teachers in three rural power of Duchang County, put forward to improve the professional development of rural junior high school teachers fivesuggestions:(1) the establishment of educational beliefs, for the professionaldevelopment of rural teachers construction of spiritual support;(2) strengthen theconsciousness of professional development realization of rural junior middle school,teacher’s autonomous development;(3) enhance the professional ability, to meet thedemand for capacity of the professional development of teachers in rural areas;(4)improve the level of school management, to create a good environment for theprofessional development of teachers;(5) constructing for rural junior middle schoolteachers’ professional development of social support system.