Research On The Status Of Self-cognition Of Teachers In Township Primary Schools

Township primary school teachers are the practitioners of education in township schools,and the enthusiasm of their work will greatly affect the quality of education teaching.To pay attention to the professional status of township primary school teachers,it is beneficial to the development of the whole township obligation education,and to deepen the reform of education.Township primary school teachers’ professional status is directly related to the villages and towns not only elementary school teachers’ quality of life,is also related to the stability of the rural compulsory education teachers and school education the overall level of development.Therefore,it is very important to pay attention to the professional status of township primary school teachers.In this study,200 primary school teachers in a number of township primary schools were surveyed,200 questionnaires were issued and 195 questionnaires were collected,and 187 questionnaires were available.Through the analysis of the questionnaire data,it was found that the teachers in the township primary school generally believed that their professional status was relatively low.On the basis of the questionnaire,we focused on the in-depth interview of 30 rural primary school teachers from different levels.Through the combing and analysis of the interview data,found in Max.Weber trinity theory as the dimension,township primary school teachers’ professional status of self-knowledge as follows: 1,income is low,the overall satisfaction is not high;2.The lack of power treatment and the imperfect rights protection mechanism;3.Overall low professional reputation;4.Teachers tend to flow out education system.In summary,elementary school teachers in towns and villages think their professional status is low.Secondly,it analyzes the reasons behind the teachers’ views on their professional status.By combing the interview data,mainly involving the comparison of horizontal level,vertical level comparison and media environment from three aspects: the comparison of horizontal level and vertical level lead to psychological imbalance,sense of relative deprivation is remarkable.In addition,the excessive interpretation ofvarious education events by the media has become another "real" influence on the cognition of teachers’ self-social image.Finally,based on the reason analysis,the author focuses on the psychological needs of teachers in township primary schools from three aspects: government,teachers,and society.Specifically,the government should create training opportunities for teachers of township primary schools to improve their professional quality.The teacher should adjust the good working attitude at the individual level;At the social level,we should create a good social environment and construct a space for improving the subjective well-being of teachers in township schools.