Research On Rural Teachers’ Retention Willingness

Educational equity is the cornerstone of social equity. Overall planning of urban and rural education resources is an important measure to promote educational equity and achieve balanced development of education. In recent years, with China’s education entering a new stage of enhancing the connotation and pursuing quality and equity, the problem of rural teachers instability development is particularly prominent, which means many of them have "escaped from" rural education. However, the emergence of this problem can not deny the fact that there are still lots of rural teachers adhere to the position. In this context, from the perspective of rural school teachers, this paper focuses on those teachers’ willingness of working in rural area, and analyzes the positive and negative impacting factors, to put forward some valuable policies.After investigation and data processing, rural teachers’ retention willingness is analyzed deeply, and will be demonstrated through the following five parts. The first part is the introduction. It mainly introduces the research problem, purpose and the significance, defines the core concepts, states a review of studies from different disciplines, and put forward the research design. The second part is basic condition of rural teachers retention willingness, which contains rural teachers’ basic information, overall rural teachers’ retention willingness, and the significant problems of teachers’ retention willingness in different dimensions. The third part is the influenced factors analysis of rural teachers retention willingness. By creating Ologit Model, starting from the individual characteristics, school environment and social environment, the key factors are found out and a optimal model is established. The fourth part is the research conclusion and reflection. Through the above two parts’ analysis, the paper draws the conclusion of the study and proposes a reflection. The fifth part is the policy recommendations. Based on the review, the paper raises some suggestions to strengthen rural teachers’ willingness to stay in rural area.To sum up, the rural teachers’ retention willingness is slightly strong, the significant problems of teachers’ retention willingness in different dimensions is clear, and the the influential factors are in numbers and concentrated. These reflect that the rural teachers’ policies are effective, and also remind our policy makers should take the needs of the rural teachers into account and pay more attention to the teachers’ ecological environment of education. Thus, to improve rural teachers’ retention willingness, rural teachers’ development needs must be targeted, only in this way, the implementation of policy effect can be improved and the healthy development of rural teachers can be promoted.