Research On The Calling Of Teachers In Rural Primary And Secondary Schools In Guizhou

Rural teachers shoulder the important burden of improving the level of rural education and the quality of farmers.They are the backbone of new rural construction.A strong calling is the professional soul of the teacher,it has a close relationship with the teacher's working attitude and behavior,the positive emotional experience experienced in the course of work.It's of great influence in improving the calling of rural teachers to investigate the status quo and trends of rural teachers' calling.However,the current research on the calling of teachers is less,let alone the calling of teachers.It's need to be further discussed the problems such as how to effectively measure the calling of teachers and understand the professional status of teachers in rural primary and secondary schools,etc..Therefore,it is necessary to develope a calling questionnaire suitable for rural teachers in primary and secondary schools,and further disscuss the researches related calling.Taking 762 teachers in rural primary and secondary schools as subjects,the paper constructed the dimension of calling and developed the calling questionaire of rural teacher in primary and secondary schools on the basis of domestic and foreign researches and the result of open survey.Adopting the calling questionaire,we investigated the status quo of calling of primary and secondary teachers in rural,and the relationship between calling and orgnizational support,affective commitment and turnover intention.From the research above,we draw the conclusions as following:(1)The calling questionnaire of teachers in rural primary and secondary schools has three dimensions: Sense of responsibility,driving force and vocational passion.It has a good reliability and validity and can be used as a tool for further measurement.(2)The Calling of rural teachers in rural primary and secondary schools in Guizhou Province is at a relatively high level.It can not be effected by gender,proffessional tittle and income except for age,educational level and teaching age.(3)The calling of teachers in rural primary and secondary schools was significantly negatively correlated with turnover intention,and had a significant positive correlation with organizational support and effective commitment.There was a significant negative correlation between organizational support,effective commitment and turnover intention.(4)Effective commitment plays a complete mediating role between calling and turnover intention of teachers in rural primary and secondary schools.(5)Organizational support does not have a significant moderating effect on the relationship between the calling and turnover intention and affective commitment of teachers in rural primary and secondary schools.