Research On The Teachers’ Autonomous Professional Development In Rural Secondary Schools

Teachers play an important role in education projects, which hasbecome the consensus of the people. And how to improve the qualityof teachers has become a problem of concern in today’s world. Inrecent years, all levels of education invested more human andmaterial resources,in promoting teachers’ professional development,carried out various training programs, such as field teaching, internsin colleges and universities replace to teachers working, thenteachers have six months or a year of time to go to college forfull-time study, in order to improve teachers’ professional ability, butin rural areas, there are less training opportunities for teachers to goout, plus a lot of rural schools facing wastage problems of high-qualityteachers, so all aspects of attention paid on rural teachers’professional development. Current research on rural teachers’professional development are mostly concentrated on describe of thepessimistic status quo, lack of understanding of the needs of ruralteachers. I believe that only in-depth analysis of rural teachers totheir needs, and the impact on their professional development forself-induction system factors in order to make appropriatecountermeasures. In this study, based on existing research, drawing on existingtheoretical framework of teachers ’professional development,starting from the teachers’ willingness and ability of self-development,to select a rural high school in Shanxi-S School as a research object,through long-term extended stay, we have multiple activities andinterviews with S secondary school teachers. S secondary school istaken for study in order to find out current situation and causes ofexiting problems in professional development of teachers. By way of aquestionnaire survey and interviews,found that the motivation of Ssecondary school self-professional development is different due tothe stage of development, and the ability of teachers’self-professional development primarily related to management goaland the way of the school. S secondary school teachers’self-professional development existence of consciousness is notstrong, single pathway, the field of development is narrow, lack ofcorresponding incentive mechanism of school and other issues.Forthe existing problems in rural secondary school teachers’self-professional development in the case of S secondary school, Inthis study, starting from the teachers and school, the internal factorsof teachers ’self-professional development are teachers’ professionalmission, teaching is not they learning,and high-quality teachers aredrain.External factors are teaching team cohesion is not strong andpeople management philosophy of school is shelved.I am trying todraw from learning organization theory, from origin, content,objectives and ways four aspects to raise strategies to promoteteachers’ professional self-development. Currently on a rural middleschool empirical research, is a reality and promotion, make efforts to promote teachers’ professional self-development in rural areas.