A Survey On Teachers’ Belonging Sense In The Context Of Compulsory Educational Teacher Flow In The County

Educational equality is the footstone of social equality and Promoting the equilibrious development of compulsory education is the basic work to achieve the educational equality. However, the imbalance of resource allocation of compulsory educational teachers has desperately already been the important topic for our compulsory educational reform. The key to balance the resource allocation of compulsory educational teachers is achieving a reasonable flow of teachers in the county or district areas. The flow of teachers is bound to cause some impacts on teachers’ school sense of belonging. The teachers’ flow make the teachers flow into a new school. But the discomfort of the school environment, the challenge of the change of interpersonal relationship and the conflict of the management of the school are bound to challenge the teachers’ belonging sense. Therefore, the educational administration departments of the county or district areas, inflow schools and teachers should work together to improve the flowing teachers’ sense of belonging. Based on the reality of the development of compulsory education, this paper takes county administrative region as the research unit, and explores the problem of the sense of belonging of the flowing teachers in the context of teacher flow. There are four parts in this paper.The first part is the introduction, including the problem presentation, research purpose and significance, research ideas and methods, the definition of related concepts, domestic and foreign related research.The second part is the rational thinking of teachers’ sense of belonging in the context of teachers’ flow. The author analyzes the background of the teachers’ flow, and discusses the theoretical basis of the sense of belonging.In the third part, the paper discusses the impact of teachers’ flow on teachers’ sense of belonging and the analysis of the current situation. Teachers’ flow is bound to cause some impacts on teachers’ sense of belonging, which is mainly reflected in the school environment, interpersonal relationships, school management and teachers’ professional identity and so on.The fourth part is the strategies to enhance teachers’ sense of belonging to the flowing of teachers under the background flow. Under the background of teacher flow, the fundamental path to cultivate teachers’ sense of belonging is based on the traditional ownership of the school to guide teachers to gradually form a regional "system" of belonging sense, and focusing on the formation of the mission sense of the vocational education "professional". In this process, we need the educational administrative departments, the school and the flowing teachers to work together.