A Research On Culture Adaptation About Han Chinese Primary And Secondary School Teachers In Tibet

Paying attention to researching on culture adaptation about Han primary and secondary school teachers in Tibet and finding physical, psychological, cultural adaptation problems about migrant Han teachers in ethnic minority areas and analyzing the factors of affecting the Han teachers on cultural adaptation can make the Han teachers adapt to the new environment and improve the level of the Han teachers’ cultural adaptation.This article adopts the method of questionnaire investigation, interview, observation. It analyzes current situation from five dimensions of cultural adaptation, namely, interpersonal adaptation, social adaptation, life adaptation, professional adaptation and overall adaptation, and analyzes the influence factors from the gender, age, the time, teaching age, level of education, professional title. At last, we conclude the following results:On overall adaptation, in general, most of the Han teachers’ life and teaching state in the Tibetan areas is to adapt to the life now; on interpersonal adaptation, more than 90% of the Han teachers think that they do a good job in interpersonal relationships, that is to say, Han teachers adapt to the state on the dimension of interpersonal relationship; on social adaptation, most of the teachers are adapt to their life environment and working environment, and they hope to improve the teacher’s prestige and status in terms of culture promoting; on life adaptation, Han teachers are already adapt to the routine and collective life, but in terms of the feelings of life, they are still in the initial state of adaptation; on professional adaptation, they are in the state of basic adaptation on intensity of work, job stress, job identity, but due to the particularity of Han teachers in Tibet, Han teachers have a strong desire to leave.Based on the above research results, in order to improve the level of culture adaptation about Han Chinese primary and secondary school teachers in Tibet, the researcher puts forward some suggestions from the society level, the school level and the teacher. On the social level, the proposal is to improve the social status of teachers, including the Han teachers in Tibet area, to improve the social environment, to create a good interpersonal circle, to ease the work pressure of the teachers, including Han teachers. On the school level, it is suggested to improve the working conditions of the teachers, including Han teachers in Tibet area, to create a caring group of teachers, to increase the teachers’ learning opportunities, to change the evaluation method of teachers. On the teacher level, the proposal is to improve the professional quality, to re-examine the professional value, to improve the sense of accomplishment, to pay attention to the re-study of professional knowledge, and to promote the professional development.