A Study On The Problem Of Teachers’ Recessive Loss Of Rural Primary School

The recessive loss of rural primary school teachers is a behavior that reducing their work efficiency which refers to the excitement or interest of in-service rural primary schools has been begun to partly or fully weaken, to make their teaching energy transfer to other places.It mainly included teaching energy dispersion and teaching ability self-closing. The study found that the two types were common at present through sampling survey based on the C national poverty in eastern China, and recessive loss of rural primary school teachers in gender, age and title existed differences: In gender structure, the number of male teachers was more than female teachers’; In age structure, the “middle- young” teachers were much easier to lose; In title structure, the elementary teachers were most.The recessive loss of rural primary school teachers mainly lied in three aspects from exploring the study. Firstly, the big gap between income and pay rural primary school teachers which made their psychological imbalance. This is the fundamental reason, which mainly manifests in low wages and high work pressure for them, thus resulting in go out for part-time, so reducing their work efficiency of teaching in education. Secondly, the management was not reasonable in rural primary school, which stimulated their ability to partly close. This is another important reason which mainly showed on lacking of perfect institution of scientific rules and regulations, to make democratic management absence, then cause self-efficiency of teachers become low, thus leading to their go-slow. Thirdly, the career development space of rural primary school teachers was small which leading to the energy dispersion of teaching. This is a reason which mainly manifested in fewer promotion incentive and lower professional identity, to make teachers "seek another way", thus pursuing self-value realization.Therefore, we should take some measures to avoid the recessive loss of rural primary school teachers. First of all, we should perfect integration of urban and rural areas, to ensure that they " get what deserve". Secondly, we should implement democratic management to inspire teaching ability of rural primary school teachers. Thirdly, we should create professional growth platform for rural primary school teachers to suppress their energy dispersion.