Elementary School Teachers’ Career Planning Ability And School Support Related Research In Yanbian

This paper mainly discusses the related research between primary school teachers’career planning ability and school support. Improving the ability of teachers’ career planning is the inevitable requirement of teachers’ professional development and is also the necessary way to chang from an experience teacher to a research teacher."The teachers’ professional standards (try out)" promulgated by Our country ministry of education makes the ability of reflection and development%the measure index of teachers’professional ability and the teachers’ career planning ability as the basic requirement of reflection and development ability. Teachers’career planning is the important problem which is about teacher professional development and teacher self-worth. Previous domestic scholars mainly study teachers’career planning, but les-sly study the research of teachers’career planning ability.This study tries to understand the status quo of elementary school teachers’ability of career planning of the yanbian region and the school support to reveal the characteristics of teachers’ career planning ability and school support、their mutual relationship and analyze the existing problems and reasons between the teachers’ career planning ability and school support then put forward countermeasures and improve the level of teachers’ career planning ability. This study was based on teachers’professional development theory, three city primary schools in yanbian area and3township primary schools,267teachers as the research sample, using literature method, questionnaire method and interview method, mainly studies the following contents:(1) in the primary school teachers’ career planning ability of yanji city present situation research;(2) the present situation of the support level research;(3) the teachers’ career planning ability and school support related research;(4) the ability to improve teachers’career planning countermeasures.The conclusions are followed:(1) the overall status of the sample school teachers’career planning ability and its dimensions are average. The order from high to low is, in turn, environmental assessment ability, self-assessment ability and implementation strategies, evaluation feedback and adjust ability; There were no significant differences of teachers’ career planning ability and its various dimensions in gender and title, the ability of teachers’implement strategies was gradually increasing with teachers’ title increasing; There are significant differences of teachers’ career planning ability in ethnic aspect. The Han nationality teachers’ability is significantly higher than Chaozu; there are significant differences of Teachers’career planning ability in teachers’ professional development stages. Capacity of teachers’ career planning in3-5years is lowest, teachers’career planning ability tends to improve with teachers’experience and seniority growing;(2) the overall status of the school support is average, each dimension conditions is also in general level, the order from high to low is a common vision, peer support, cooperation culture support, system support and organizational support. There exist significant differences in different gender among support identity, organizational support, peer support, system support and support cooperation culture identity; female teachers’is significantly higher than male teachers’. There is no significant difference in Shared vision among male and female teachers; there are significant differences of School support in gender, ethnic, geographical, professional development stage and title issues, female teachers were significantly higher than male teachers, chaozu teachers’were significantly higher than the Han teachers’, urban teachers’were significantly higher than rural teachers’, school support tends to increase with title and teachers’ professional development stage rising.(3) significant positive correlation between teachers’s career planning capability and school support was0.01.School support has good predictive function for teachers’career planning. Shared vision could explain17.2%of teachers overall career planning capacity variance. Organizational support could explain51.3%of teachers overall career planning capacity variance. Institutional support could explain76percent of teachers overall career planning capacity variance. Peer support can explain29.2%of teachers overall career planning capacity variance. Cooperation and cultural support could explain71.2%of teachers overall career planning ability variance.