A Study On Intrinsic Motivation Lacking In Rural Primary School Teachers’ Professional Development

Rural teachers are considered as the breakthrough point of improving the quality of the rural education, to improve their professional quality is an indisputable fact. At present, in practice to promote the development of teachers’ professional, one of the most difficult problem of education authorities and schools is that there are quite a number of teachers are reluctant to develop, lack of inner impetus of development. Because the rural teachers in the bottom of education system, they lack the discourse power. Outside public’s criticism of rural teachers is increasingly intense without understanding the real status of their professional development and professional development needs. This study used questionnaire and interview in the form of rural primary school teachers as the research object; hope that through in-depth investigation to explore their professional development present situation and reasons of lack of intrinsic motivation.Based J city in Shandong province, we found that teachers in rural areas are lack of intrinsic motivation, with its symptoms being "cognitive impairment in professional development","professional development affection weaken","weak willed of professional development", and "lack of combination of knowing and doing". Then, we probe the cause of the lack of rural teachers’ intrinsic motivation of professional development from the society, schools and teachers’ level. First, the contradiction between the high expectations and reality of social development policy hindered the rural teachers’ professional development motivation. Second, the rural teachers’work pressure is big, and they lack of good atmosphere of cooperation among teachers. Present school management is authoritative, and the development of standards is tropism, the development process is formative. Third, the rural teachers are lack of professional development consciousness, Lack of self education, and some teachers frustrated in the process of development, they have low self-efficacy, thus they no longer willing to undertake professional development. At the end put forward strategies and Suggestions of promotion of the teacher’s professional development intrinsic motivation. First of all, create a good habitat for the rural teachers’professional development. Second, respect and meet the reasonable need of the development of rural teachers’. Once again, stimulate teachers’high-level development needs. Finally teachers themselves should make efforts to realize the consciousness of professional development.