Research On The External Factors Affecting Teacher Professional Development Of Rural Primary School

Promoting the professional development of teachers has become the theme of education reform in the world. Meanwhile it is the objective requirement of education reform and development in our country. Especially with the advancement and deepening of the new reform of basic education, the current professional level of Chinese primary school teachers is significantly lower than the requirement of basic education curriculum reform. So, promoting the professional development of primary school teachers has been becoming the major practical issue which is needed to be solved urgently in China.At present, there are51.2million primary school teachers in China, teachers in rural areas are38.7million, accounting for75.5%. Teachers in rural areas are the main force of Chinese basic education. The quality of rural teachers directly determines the quality of rural education, the quality of rural education is directly related to the development and construction in rural areas. Therefore, in order to effectively promote the professional development of teachers, exploring and accurately grasping the factors affecting teacher professional development are the basic issues that must be solved.From the current situation of Chinese teacher professional development point of view, for individual teachers, functions of external factors promoting teacher’s professional development should be improved urgently, and action.needs to be further strengthened. Therefore, on the basis of referencing previous studies, this paper investigates primary school teachers in Yongji City, Shanxi Province through questionnaires and interviews. With the combination of population characteristics of primary school teachers in rural and theory of teacher professional development, it analyzes and summarizes the external factors affecting the development of rural primary school teacher’s professional deeply, and makes some suggestions on optimizing and improving the external influence factors of rural primary school teacher’s professional development.This paper is divided into four parts. The first part is introduction, explaining topics reason, the relevant literature review as well as ideas and methods of the study. The second part is relevant concepts definition. The third part is the investigation and analysis of external factors in the impact of teacher’s professional development in rural primary school, including policy system and school organization. The fourth part, based on the previous analysis, puts forward some suggestions to optimize and improve the external influence factors of rural primary school teacher’s professional development.