The Study Of Incentive Policies Of The Rural Primary And Secondary School Teachers’ Self-directed Development In China

Recently, under the strategy of prioritized development for education, many countries have turned their focus into the teachers’ self-directed development coincidentally. As a result, how to promote the self-directed development of teachers in teaching is becoming a more and more important issue which will play a significant part in the study of education. Teachers’ self-directed development needs not only their own efforts, but also the motivation of national incentive policies. Since the founding of our country, a series of policy documents have been issued to encourage teachers’ self-directed development, which identified the target of teachers’ reform and development as well as ensured the prosperous realization of teachers’ self-directed development. In recent years, issues of agriculture, rural development and rural residents have long been given a special concern by the Communist Party and the central government. Actually, compared with the city, the economic and cultural development in rural areas is still comparatively lagging behind, and the information is relatively inaccessible and the living conditions of the rural teachers are still relatively harsh, which have a negative effect on the rural teachers’self-directed development. Therefore, in order to improve the professional development of teachers in rural areas, we need not only try to improve the rural economic conditions, but also strengthen the efforts to improve the incentive policies of rural teachers’ self-directed development.This study is trying to use a variety of comprehensive methods to comb and analyze the incentive policies of teachers’self-directed development at the national level and rural level since the founding of the People’s Republic of China. The study also tries to find the problems which exist in the process of policy implementation through interviewing some rural teachers. Besides, this research tries to find out the external factors which will have an effect on rural teachers’ self-directed development through the analysis of combination of the theory and practice. Finally, based on these analyses the last section tries to provide some feasible strategies and suggestions to promote the further improvement of the incentive policies of the rural teachers’self-directed development. This dissertation is consisted by five parts:The first part, expounds the origins and background of this study and reviews the relevant theories and research on the incentive policies of rural teachers’ self-directed development. Meanwhile, this part also definites the methods and significance of the study.The second part, elaborates the related concepts on the incentive policies of rural teachers’self-directed development and establishes the theoretical basis and logical frame for the following analysis.The third part, sorts out the content of the incentive policies of teachers’ self-directed development since the founding of the People’s Republic of China from the national macro level and micro level in rural areas. And this part mainly involves two aspects, one is material incentives policies and the other is spiritual incentives.The fourth part, performs comprehensive analysis on the incentive policies of rural teachers’self-directed development in our country, and combines with interviews to expound the positive effect of the existing policies as well as the existing problems and makes some attribution analysis.The fifth part, according to the analysis on the incentive policies of teachers’ self-directed development in rural primary and secondary schools, this part puts forward a few of strategies and suggestions that the incentive policies should stick to in the future.