Rural Teachers Living In The Crevice Between Market And Education Institution

This paper which based on the part-time behavior of rural teachers in H town of Henan Province as a case. Respectively from the teachers' social status and economic income, the action logic and reason of the part-time behavior of rural teachers, and further study on the mechanism of rural teachers' part-time behavior are talked. Bourdieu's field theory is used to understand the part-time behavior of rural teachers, which is based on the two basic points of the actors and the rules of the game.First, the study found that rural teachers' part-time behavior has three types of action logic,that is,life security, currency maximization and self realization of the value, which aims to pursuit the basic survival or career of self realizition, or at maximizing monetary income. No matter what type the teachers' part-time behavior has, he should have make rational calculation and rational allocation of their own energy and time and other factors related to choice, for the purpose of increasing household income,at least, improving the survival competition ability in rural society through the part-time job.Secondly, part-time behavior of rural teachers is an expedient strategy,which aims to solve the problem of economic pressure and status anxiety comes from the change of rural teachers' social position and the rules of the game in rural area. The development of market economy impacts the absolute elite status of rural teachers and other public officials in country. At the same time, the social competition in the acquaintances society brought by the internal economic differentiation, exacerbating the sense of crisis and anxiety of the loss of rural teachers' social status. The reform of rural education system weakens the relationship between the village and the education, which leads to the rural education's insertion-desertion in the rural grass-roots society.Finally, the analysis of the deep mechanism of rural teachers' part-time behavior are talked under the structure of market and institutional transition. Under the dual impact of the market and system reform, the rural teachers are confronted with the dual risks of the village and the external system. As the rational actors in the structure of rural society, rural teachers minimize the cost to deal with the work of their own education, savings a lot of free time to have a part-time job, which aims at maximizing household income.