A Case Study Of The Adaptation Of Mobile Teachers In Primary And Secondary Schools

At present, our country is in an important stage of social transition period. Profound changes in the economic system and continuous adjustment of social structure make all kinds of contradictions become increasingly prominent and sharp. Education fairness is the ideal goal of education as well as the source power and important cornerstone of education reform in our country. In order to gradually ease the increasing division of education gap, establishing effective teacher flowage system and actively carrying out regular teacher exchange were first subsumed by China's education policy in 1996, and thus China open up a teacher flow system for twenty years up to now.As an important measure to promote balanced development of compulsory education, teacher flow system undertakes a vital mission that optimizes the balance of teachers and eases the education gap. Therefore, flowing teachers should be a major concern as the executors and direct participants of teacher mobility system. However, most scholars concentrated on the study of analyzing of static teacher flow policies and institutional texts, but less examine the policy and system from fresh experience of flowing teachers. Teacher from a school flows to another school, it is not only a simple transfer of physical space, but also means that he leaves inherent home and reopens another teacher career with new identity, new mentality and new perspective. Work adaption situation of entering a strange school not only affect professional development of flowing teachers but also affect education quality. Therefore, paying more attention to work adaption situation of primary and secondary school teachers has a significant effect on the China's education development.This study selects three flowing teachers of primary and secondary school as typical cases, and adopts major research method of interview and narrative research. The paper mainly presents different degrees of work adaptation of flowing teachers from four dimensions including the adaptation for school natural environment, for school management, for teaching activities and for interpersonal adaptation, and then analyzes the reasons of influencing work adjustment of flowing teachers. The study found that flowing intention is active or passive, teacher's personality is outgoing or introverted, teacher's professional ability is stubborn or reflective are individual factors to influence work adaptation of flowing teachers; organizational factors mainly include school natural environment, school management, teaching activities and interpersonal interaction. Then this paper explores the possible path to promote the smooth adaptation of flowing teachers from the policy humane consideration, the social rationalization support as well as the cultivation of teachers' professional spirit.The teacher is the mainstream of flow system as well as the premise and important guarantee of effective implementation of flow system. Therefore, individual demands and social foundation of teacher mobility should be both taken account in the national educational system. Only in this way can we achieve the double win between national will and individual demands, and make the teacher flow system return to rational and orderly track.