A Case Study Of Teachers’ Professional Development In Rural Primary Schools In X County

Rural Teachers play a core role in the rural basic education. The professional development of teachers in rural primary schools has a great impact on the development of rural primary education and the development of China’s basic education. Therefore, the investigation of teachers ’professional development in rural primary schools, analysis its causes, and then to explore the strategies of teachers’ professional development in rural primary school are very valuable. In order to know the level of teachers’ professional development in rural primary schools, this study developed "A questionnaire on the level of teachers’ professional development in rural primary schools ", and author made use of this to investigate 238 teachers in rural primary schools in the X County. By the use of SPSS22.0 and Amos22.0 for data analysis we get the following results:(1)The value of overall level of professional development of teachers in rural primary schools is 3.08, that just slightly higher than 3, so the teachers’ professional development in rural primary schools need further enhancement. The level of professional faith and ethics development is higher than professional knowledge development, the level of professional knowledge development is higher than professional competence development.(2)Analyze group differences of teachers’ professional development in rural primary schools and get the following results: As for teachers of different genders in rural primary schools, theirs’ overall level of professional development have no significant difference, but in professional knowledge dimension male teachers’ level is obviously higher than female teachers’. As for teachers of different subjects in rural primary schools, theirs’ overall and three dimensions development level have no significant difference. As for teachers of different school ages in rural primary schools, there were no significant differences in the professional faith and ethics, there were significant differences in professional knowledge dimension and in professional competence dimension. As for teachers of different titles in rural primary schools, there were no significant differences in the professional faith and ethics, there were significant differences in professional knowledge dimension and in professional competence dimension. As for teachers of different educational backgrounds in rural primary schools, there were no significant differences in the professional faith and ethics dimension and in profession knowledge dimension, there were significant differences in professional competence dimension. As for teachers of different professional types in rural primary schools, theirs’ overall and three dimensions development level have significant difference.According to the discussion of results and the analysis of causes, this article proposed countermeasures and suggestions to enhance the professional development level of teachers in rural primary schools. From the national level, to increase funding to improve conditions of rural education; to establish teachers’ professional development organization, improve teachers’ professional development system; to improve rural teachers’ special allowance, to stable the rural teachers; to strengthen "non-teacher training" teachers’ quality training. From the school level, to pay attention to teachers ’professional development needs in rural primary schools; to construct teachers learning community; to put the research in a leading role; to development incentive system to provoke teachers’ professional development in rural primary schools. From the teachers individual level, to enhance teachers’ consciousness of professional development; to establish the concept of lifelong learning; to firm belief, and strive to become a good teacher.