The Survey Research Of The Teachers’ Cooperation At Nine-Year Education School

Teachers’ cooperation is one hot issue of teacher education research and one of the important way of teachers’ professional development. Many researchers give a deeper study and exploration of this issue, but few pay attention to the teachers’ cooperation as a whole at nine-year education school, which exerts great influence on the development of students, teachers and schools. Based on the studies of the former scholars, this thesis adopts the method of individual cases and takes one school of Fenghuang county as the research object with the research method of questionnaire survey, interview, test analysis as well as the software of SPSS17.0 and Excel 2003 to investigate and interview the teachers’ cooperating consciousness, motivation, willingness, ability, form, content and scale, and then gives a comparative study of the demographic variable difference in terms of gender, teaching age, professional title, job title, education background, management position, teaching subject, grade to teach, and whether to bear the position of teacher in charge and so forth.Research results are as follows:1. The cooperating consciousness, cooperating willingness and cooperating ability of teachers needs to be strengthened.2.The cooperating motivation of teachers is inadequate which needs to be enhanced.3.The cooperating form of teachers is too simple and the cooperating content is of low level, which need to be deepened.4.The cooperating scale of teachers is relatively wide, which can also be further enlarged.5.There are some demographic variable differences of teachers’ cooperation in terms of gender, teaching age, professional title, job title, education background, management position, teaching subject, grade to teach, and whether to bear the position of teacher in charge and so forth.On the aspect of cooperating capacity and cooperating form, female teachers are better than male teachers. Besides, teachers who teach students more than 21 years are worse than teachers who have fewer teaching ages on cooperating consciousness, cooperating motivation, cooperating willingness, cooperating content, cooperating form and cooperating scale. So does teachers who have different titles. What’s more, teachers who have higher degree are obviously better than those who have lowers on cooperating consciousness and cooperating motivation. Ordinary teachers are higher than administrative teachers on cooperating motivation, cooperating willingness and cooperating form. Teachers who teach art and sports and comprehensive subjects are strikingly lower than teachers who teach the other subjects except of cooperating consciousness. Junior teachers are worse than the other teachers on cooperating consciousness, cooperating motivation, cooperating content and cooperating form. Teachers in charge are better than teachers who are not in charge on cooperating consciousness and cooperating scale.