Research On The Sense Of Belonging Of Young Teachers In Rural Middle Schools

As China is under the background of social transformation,with the intensification of urban-rural dual structure,the strengthening of population flow,and the instability of young people themselves,there are still many uncertainties in the career and family of young teachers.Therefore,the risk of loss of young teachers from the teachers in rural areas is relatively high.The starting point of this research is derived from the in-depth thinking of the researcher on “how to make young teachers in rural middle schools ‘retain and teach well’ ”in such a realistic situation.In the final analysis,it is necessary to discuss the sense of belonging of young teachers in rural middle schools.What are their status of belonging and the underlying reasons behind them,and how they are affected by internal and external environments,which are the key issues discussed in this study.This study uses the method of narrative inquiry to conduct qualitative research on five young teachers in D Middle School of M County,and selects three non-young teachers as the control.At the same time,it also refines and excavates the reasons behind their sense of belonging through the horizontal comparison between teachers and the vertical comparison of teachers’ personal experiences.The methods of in-depth interviews and participatory observation were mainly used in the acquisition of research data.Due to the limitations of qualitative research methods,this study does not expect its popularization,but try to restore the true state of the five young rural middle school teachers involved in this study.If lucky enough to gain the attention of readers,it is also an achievement of the established goal of the study.As a concept of social psychology,sense of belonging has strong group orientation and personal color.In order to explain this more subjective and abstract concept more clearly and concretely,this study uses Max Weber’s ideal type method to stratify the concepts and bases on the realistic logic of Teacher Allocation System Policy under the background of education balance to form the reserch level.There are three levels of research: professional belonging,region belonging,and school belonging.This study argues that the process of belonging to young teachers in rural middle schools is an extremely complex process of dynamic development,changing and reciprocating,and is affected by the external environment and teachers’ personal comprehensive at every stage of the process of attribution of teachers.In order to present this complex process more clearly,under the guidance of ecosystem theory,based on the personal life process and the environment in which the teachers live,this study established an ecological model of the sense of belonging of young teachers in rural middle schools,which presented an umbrella structure.And it is found that the imbalance between social expectations and the status of teachers affects the stability of the professional ownership of young teachers in rural middle schools;the county management after the placement of teachers’ rights and interests is an important reason to reduce the regional sense of belonging of young teachers;good organizational relationship is the key factor to enhance the sense of belonging of young teachers in rural middle schools.The closer the relationship with teachers’ daily life and work,the stronger the influence on the whole sense of belonging of young teachers in rural middle schools.It should be noted that the precondition for the formation of the sense of belonging of young rural middle school teachers is whether they have the need for belonging,and the main reason for the differentiation of the sense of belonging of young teachers in rural middle school is their personality characteristics such as demand orientation and personality characteristics.