Empirical Research On Teachers' Rotation Identity In Compulsory Education

Justice is the eternal theme of education development,along with the urbanization process of our country,there is a significant gap in the level and the quality of education between regions,urban and rural areas even schools.The imbalance of teachers has become the key to the balanced development of Regional Education.Recent years,The Chinese government took efforts to promote the implementation of County Teachers rotation policy,devoted to administrative driven rotation mode to promote compulsory education balanced development of Teachers.This study based on previous theoretical and empirical research,from the basic concern of rotation teachers and indeed individual needs,focus on the teachers'rotation intention and job identity,investigate the influence factor of job rotation,proposed to further improve the teachers' rotation policy recommendations from the government,schools and individual angle.the research is based on the following points:Firstly,what is the present situation of Shanghai teachers' rotation identity?Secondly,what are problems exist in teachers' rotation identity in Shanghai and why?Thirdly,based on the analysis of the problem,how to put forward effective measures from the government,schools and teachers?This research mainly adopts the literature method,questionnaire method and interview method,based on the questionnaire survey,487 teachers in the compulsory education schools in five districts of Shanghai were obtained,Including 46 rotation teachers,from the investigation of teachers' rotation intention and job identity,known about the current situation and the existing problems,then set up the interview outline according to the problems,selected 2 representative principals and 6 rotation teachers for deep interviewing,to find out the real reason behind the data.These first-hand data provide a strong evidence for the development of this study.Through data analysis and in-depth interview,the study found that:First,policy tools,driving mode and age difference influenced rotation participation.Specific performance for the use of incentive policy tools lack of professional resources,external drive and "'principal talk" point to the policy lack of energy,young teachers behaved more active.Second,school level's factors influenced rotation teachers' work identity,specific performance in that the rotation teachers,professional appeal and Reciprocity needs schools provide interactive professional development platform,rotation teachers' emotional support and dependence needs recognition of important others.Third,the individual subjective initiative of rotation teachers should be improved.Aiming at the problem,this paper puts forward some countermeasures from three aspects of government,school and individual.