A Study In The Condition Of Teachers’ Professional Development In Rural Junior High School

The research of teachers’ professional development began in foreign country, and became a strong trend of thought in the 1960 s. Later on, different kinds of new concept and new systems appeared. Teachers’ professional development has become a hot topic to every country. The research on teachers’ professional development has experienced processes from theory to investigations. There are so many research results around the world including our country. Especially lack of teachers’ professional development research in rural areas, there remains few empirical research about this issue. In addition, Guangxi is the development zone of western China. It has suffered many problems in this area because of its slow economic development and its poor education. According to teachers’ professional development, this research is investigated in Bobai country. The research objects are village teachers who come from Bobai country.Based on the empirical research, the research discusses the condition of teachers’ professional development. The questionnaire survey is a main method as well as other methods, such as interview survey. 312 village teachers in Bobai country are randomly selected as objects. There are 8 dimensions in this research, which are consciousness, needs, opportunities, condition, approaches, methods, confusions, difficulties.The results are as follow:(1) teachers’ professional development consciousness is high, and the needs are large;(2) the opportunities for teachers’ professional development are few, and development conditions are very poor;(3) teachers’ professional development ways are relatively small and single;(4)teachers’ professional development difficulties and confuse are more Through carefully analysis, I found that the factors of these problems are various; in order to promote the local teachers’ professional development, I put forward the following Suggestions: one, increase the financial input in rural junior high school education, make teacher training diversified;Second, change school administrators’ management ideas,ensure the environment support of the teachers’ professional development; Third, create more opportunities and conditions, improve ourselves automatically.