An Empirical Study On The Rural Teachers' Higher Education Experience And Its Influence On Career Intention

Rural teachers are the key to the development of rural education.At present,the construction of rural teachers in our country is faced with three problems,such as "no go","can't stay" and "bad teaching",which seriously restricts the sustainable and healthy development of rural education.In the three major problems,we can not keep the problem of the most rural schools,the most urgent need to be resolved.At present,the problem of rural teachers can not be retained,which is mainly to solve the problem that the rural young teachers who have received higher education can not keep them,and the key is to retain them.The next five to ten years,there will be a large number of "aging" of Rural Teachers Retirement,rural teachers' job will be a lot of highly educated graduates to supplement,so the future of rural school teachers can achieve stability also depends on the characteristics of rural teachers has to stay".Therefore,exploring rural teachers of higher education experience and its impact on Rural Teachers' occupation intention and action mechanism,has important practical significance for the "stay" problem more effectively solve the rural teachers,but also conducive to supplement and perfect the "plan" to support rural teachers' specific policies and measures.This paper is composed of five parts:the first part is the definition of the concept of rural teachers' professional intention.The second part carries on the structure analysis and the test of reliability and validity of the data collected from the questionnaire.The results show that the data structure is good,the reliability and validity are consistent with the requirements,and can be used for data analysis.The third part,according to the national statistical data and the survey data to understand the national and sample areas of rural teachers in higher education experience and career intentions,the specific results are asfollows:1,compared with the national primary and secondary school teachers,rural primary and secondary schools The proportion of teachers undergraduate education is lower than the national level of 10 percentage points;rural primary school teachers specialist than the national level of 5 percentage points;high school and below the national 5 percentage points higher.2,on the rural primary and secondary school teachers in the law of change,in 2001,secondary school graduates accounted for 70%of the total number of secondary school secondary school teachers accounted for 30%of the total,in 2001 to cancel the teacher training three Level system,the state requires primary and secondary school teachers to enhance their qualifications,secondary and high school stage the proportion of the rate of education reduced to 10%or less.3,the current sample area 95.5%of the rural teachers with specialist or undergraduate education,and the first to participate in the work of 54.1%of the teachers are under the division and the following qualifications,more than 90 percent of the teachers during the study through the study,The proportion of the three major dimensions of professional intention is the score of the three dimensions of professional intention,and the proportion of the three dimensions of professional intention is professional cognition>professional emotional>professional will.From the point of view of individual differences,the individual differences in the professional cognition dimension are not significant;the score of the professional emotional dimension is higher than that of the male teachers;the professional will dimension is higher than the 35%Year and below rural teachers.The fourth part,further analysis of the higher education of rural teachers has effect on the occupation intention,the specific results are as follows:1 different higher education experience of rural teachers,there are significant differences in the occupation intention,received full-time higher education of rural education occupation intention was significantly lower than that of other rural teachers;2,the influence of rural teachers occupation intention factors,higher education experienced the impact of these five factors in the cultural adaptation,the economic and social status,family,national policy on Rural Teachers' occupation intention has a regulatory role,received the score on the five factors of higher education of rural teachers are lower,and does not have a regulatory role in personal preference,school factors and three factors of teacher education.In the fifth part,on the basis of summarizing the conclusions,this paper puts forward some policy suggestions on the teacher education process of rural teachers and the key factors influencing the professional intention of the rural teachers.