A Study On Professional Quality Of English Teachers In Rural Junior Middle Schools Of Puyang County

With the development of curriculum reform of basic education,teachers in rural areas,as participants in basic education,play an important role.The professional quality level of rural teachers is related to the development level of students' quality and the quality of teaching in rural areas.English teachers in rural junior middle schools are part of the team of rural teachers.The improvement of the professional quality of English teachers in rural junior middle schools is of practical significance to the improvement of the quality of rural education.Under the background of the new curriculum reform,how about the professional quality of English teachers in rural junior middle school ? What are the factors affecting the professional quality of English teachers in rural junior high school? What strategies should be adopted to improve the professional quality of English teachers in rural junior high school? we need further study.By referring to the existing literature,this study identified three components of teachers' professional quality,namely professional emotion,professional knowledge and professional ability.Then,based on the hierarchy theory of needs and the theory of lifelong education theory and according to my mentor's advice,the study designed questionnaire and interview outline,and then A survey of 127 English teachers in 15 rural junior middle schools in Pu yang county was conducted.Through the survey,we found that English teachers in rural junior middle schools in Pu yang were characterized by their lack of professional emotion,professional knowledge and professional ability.By Analyzing the data,we knew they were related to teachers' personal professional emotion,education background and sense of professional independent development,as well as to the teaching management of rural junior middle school and the on-the-job training of teachers held by administrative department in charge of education.According to the results,the study came up with five improvement strategies as follows: Creating a professional emotional development atmosphere for teachers,paying attention to teachers' pre-service education,cultivating teachers' awareness of independent development,improving the teaching management of school and strengthening on-the-job training for teachers.It is hoped that these strategies can be helpful to improve the professional quality of English teachers in rural junior middle schools.