The Study On Current Situation And Influencing Factors Of Teacher Mobility In Rural Primary And Secondary Schools

Teacher mobility is a normal phenomenon of social mobility.On the one hand,it promotes the circulation of talents,brings fresh blood and adds new vitality to the school.On the other hand,it reflects the difference in the occupation of social resources between urban and rural teachers.The one-way flow of rural teachers into the city has taken away the high-quality resources of the school,which is undoubtedly another disaster to the rural areas with weak faculty.It will not only have an impact on the remaining teachers and lead to the phenomenon of "unstable morale",making it difficult for them to devote themselves wholeheartedly to teaching work,but will also make the rational allocation of teacher resources more difficult to achieve,resulting in the "Matthew effect" that the stronger the strong,the weaker the weak.This is extremely unfavorable for the construction of the teaching group in rural schools,and seriously hinders the development of rural education and the improvement of the overall education level in the region.Therefore,it is extremely important to study the influencing factors of teacher mobility and promote the orderly flow of teachers.In this study,based on the survey of teachers in eight primary and secondary schools in four counties in Baoding city,first-hand information was obtained through questionnaire survey and interview,providing authentic and reliable data support The social capital theory is taken as the main research perspective,and the current situation of rural teachers' mobility is described from five aspects,including the number of migrant teachers,the direction of mobility,gender distribution,age distribution,and the mobility intention.It concludes that teacher mobility has the characteristics of unidirectionality,disorder and recessive loss.Moreover,by combining quantitative and qualitative methods,the influencing factors of teacher mobility are analyzed: The inequality of social capital is the root cause of teacher mobility,and in the process of constructing rural teachers' social capital,the existing factors of social capital,such as family annual income,relationship between supervisor and subordinate,relationship between colleagues,parental occupation status,lack of social capital and maintenance of existing capital play an important role in the process of teacher mobility.In addition,with the increase in the social capital investment costs of rural teachers and their pursuit of social resources and social prestige,rural teachers have to break the previous stable social circle and flow to the city in order to obtain high-density and high-quality social capital,thereby increasing their own available social resources.In view of the above analysis,corresponding suggestions on solving problems in the process of teacher mobility are provided in this study from three levels: government,school and teachers.At the government level,regulations on the flow of talents should be formulated,a regular flow mechanism for primary and secondary school teachers should be established,and the training system for rural teachers should be improved.At the school level,teachers should be supplemented through multiple channels,the fair competition mechanism of teachers should be improved,and the social network should be broadened.At the teacher level,teachers should establish correct social values,enhance their professional identity,and enrich their social capital.Only in this way can the orderly flow of rural teachers be promoted and the development of rural education be promoted.