An Empirical Study On The Professional Development Of Rural Female Teachers In The Perspective Of Gender

Rural female teachers are an important part of rural teachers.However,the concerns about their professional development tend to be generalized to the rural teachers’ overall, seldom in gender-specific. Therefore, the empirical study specialized in the current situation of rural female teachers’ professional development, which purpose is to konw the real demand of them through scientific analysis, has its significant values. The object of this investigation is the rural female teachers of Zhejiang province and other five provinces. This paper conducted a reaserch through questionnaire surveys and interviews, analyzing the current status and problems of their professional development with the survey data, finding out the dilemma caused by the gender factors, summarizing the real needs and inner views of rural female teachers, and then put forward some countermeasures to overcome the obstacles.This study is conducive to understanding the real needs of rural female teachers in their current professional development process; improving female advantage in teaching; improving the traditional concept of the stereotype that women are weak; promoting the localization of the gender perspective; promoting rural female teachers attach more attention to their own professional development and try much harder to improve their teaching level; strengthening the integrity of the construction of rural teachers. The study is divided into the following five parts:The first part is the introduction. It analyzes of the cause and significance of the topic,defining the core concepts, sorting out the existing literature on trends and content, and putting forward the research methods of this study and the specific research questions.The second part describes the research design. Respectively, from the design of the questionnaire, the specific content of the questionnaires, the issuance and analysis of the data of the questionnaire so that to obtain a clear and comprehensive explanation of the whole investigation.The third part is the analysis of the data on the survey results. From six aspeccts,such as teaching skills, methods and professionalism situation, teaching workload and workload conditions, teaching resources and the usage of information technology education, research and educational situation, teaching reflection in teacher behavior and the teacher efficacy, this papaer gives a specific and detailed description of current professional development of rural female teachers.The fourth part analyzes factors that affect of rural female teachers’professional development from the social gender perspective For the characteristics of the rural female teachers, this part explores the four factors--gender segregation; role conflict, interpersonal relationship and the physical and mental health.The fifth part puts forward corresponding countermeasures based on the data analysis and summary of the analysis results. From the four aspects as follow, construction of the over-all social equity to alleviate gender segregation, perfection of the support system to balance the conflicting roles, strengthen of the humanistic care to help the interpersonal communication of rural female teachers and coordination over top-down to enhance their physical and mental health, this paper offers certain recommendations for rural female teachers’ professional development.