The Investigation In Subjective Social Status Of Teachers Serving Compulsory Education From Rural Areas And The Influencing Factors

The balanced development of urban and rural compulsory education has always been a concern of the educational circles.With the strategy of "rural revitalization",rural education has become a hot issue of education.In this paper,the county refers to the rural area relative to the city.In China’s current educational reform,teachers play an important role.In order to improve the quality of education and accelerate the pace of basically realizing the modernization of education,the government has put forward new and higher requirements for teachers’ ability and quality.However,in order to basically realize the modernization of education and build a strong educational country,weak links and shortcomings are in the countryside.At present,rural teachers are facing the dilemma of low social status and insufficient professional attraction.As a subjective perception of teachers,teachers’ subjective social status is closely related to their health and work.Improving the social status of rural teachers is an important part of deepening the reform of teachers’ team construction in the new era.It is of great significance to build a stable and high-quality rural teachers’ team by improving the social status of rural teachers.This research takes 57181 teachers in the stage of compulsory education in 18 provinces and 35 counties as the object of investigation.The purpose of this research is to understand the subjective social status of teachers in the stage of compulsory education in the county and its influencing factors.Based on the theory of fairness and relative deprivation,this research carries out the subjective social status reorganization of teachers in the stage of compulsory education in the county by means of questionnaires and interviews.With SAS 9.3 statistical software as a tool,this paper makes a comparative analysis of the influencing factors by using multi-level linear regression model,and puts forward relevant suggestions on improving rural teachers’ subjective social status and enhancing rural teachers’ professional attractiveness.The study finds that the subjective social status of teachers in compulsory education in county areas is not high,and the overall average score,scored by 1 to 10 points,is only 3.68.Most teachers are not satisfied with their social status.This dissatisfaction is also fully reflected in teachers’ interviews.Among the total differences of teachers’ subjective social status in compulsory education in County level,14.2% came from school level factors and 85.8% from teacher level factors.The objective socio-economic factors such as monthly income,insurance benefits,rural subsidy,housing,administrative posts and professional titles all significantly affect the subjective social status of teachers in compulsory education stage in the county.Unfairness and future social expectations have significant effects on the subjective social status of teachers in compulsory education at County level,and explain most of the differences.Gender,age,number of children,economic level of parents,father’s occupation,educational background,location of work area,location of work administrative division and type of school significantly affect the subjective social status of teachers in compulsory education stage in the county.All the influencing factors in the study can explain 85.2% of the variance of teachers’ subjective social status and 48.6% of the variance among teachers in compulsory education stage in the county.Based on the above findings,this paper puts forward some countermeasures and suggestions from four levels : teachers,schools,society and government to improve the subjective social status of teachers in the compulsory education stage in the county and promote the stability of rural teachers.