Study On The Influencing Factors Of Occupational Happiness In Rural Junior Middle School Teachers And The Promotion Strategies

Rural junior middle school teachers have made great contributions to the rural education cause.Rural education and rural teachers is not only a problem of education but also a social problem.Researching and cultivating their career happiness will help improve the quality of rural teachers' life,the quality of rural teaching will also get promoted at the same time.Teachers in six township junior high schools in Fang zi county,Weifang city,Shandong province were surveyed.Through questionnaires and individual interviews,it is found that the vocational happiness level of rural junior middle school teachers in there is low.Five dimensions: Income and welfare,social support,relations between students and teachers,working conditions and self-realization were analyzed,and the level of happiness is generally low.In addition,there were significant differences in gender,age,qualifications and duties of teachers' career happiness.Reasons of rural junior middle school teachers' less happy can be concluded.Firstly,the absence of relative policies and measures,the insufficient support for remote rural teachers,was the institutional aspect that causes the low level of happiness;Secondly,the contradiction between high social expectations and low social status was the social dimension that result in low level of happiness;Thirdly,rural schools' poor working conditions,professional development opportunities' deficiency and the unreasonable evaluation mechanism was the schools' faults that lead to low level of happiness;Lastly,the heavy work,the high level of occupational stress and teacher's low professional identity was the reason at the individual level.To address the problem,this article made recommendations from four aspects: At the system level,the policies and laws should be perfect,the rights and interests of rural teachers should be ensured,and teachers' income levels should be promote by increasing funding;At the social level,providing social support,creating a better environment and establishing a reasonable role expectation for teachers will make sense;Rural schools should improve their teaching and living conditions,ensure material and spiritual profits,create opportunities for teacher's professional development and set up scientific evaluation and democratic management mechanisms;For rural teachers,they ought to establish the correct occupation view,readjust the mindset and continuously improve their professional level.