Research On The Well-Being Of Mathematics Teachers In Rural Junior Middle Schools

The well-being of mathematics teachers in rural junior middle schools belongs to the category of professional spirit in teachers' professional development,which is the internal power to promote mathematics teachers' professional growth.It is not only the spiritual support for their devotion to education,but also an important indicator to measure teachers' satisfaction with their work and life status.Therefore,under the background that the state vigorously advocates balanced education and happy education,education should restore to people and restore to the existence of human life,the cultivation of teachers should be inclined to the true feelings,inner needs and well-being of teachers.For happy teachers,education is not sacrifice but enjoyment,education is not repetition but creation,education is not a means of making a living but life itself.As the rural teachers who suffered from the imbalance of urban and rural education development for a long time,whether they feel satisfied and happy in the education work is the focus of attention.Based on this,this study uses a variety of research methods such as questionnaire,interview,participatory observation,data statistical analysis and literature research to investigate the basic situation and well-being of 62 mathematics teachers in three rural junior middle schools in Ningcheng County,In order to explore the inner voice and desire of rural junior middle school mathematics teachers,as well as the factors affecting teachers' well-being,and then put forward targeted suggestions to improve teachers' well-being.The results of the survey show that the well-being of mathematics teachers in rural junior middle schools in Ningcheng County is at the above average level,and there are still the following problems: 1.There are still problems in the teaching conditions and environment of rural schools,which can not fully meet the needs of teachers;2.The evaluation policy is rigid,and a few senior and excellent teachers have not been prepared due to the education background and other reasons;3.The head teacher's workload is large and miscellaneous,they produce fatigue mood;4.There are complaints about the poor accommodation conditions and lack of independent and private space for math teachers from other places;5.Compared with excellent teachers and backbone teachers,ordinary mathematics teachers have less opportunities for training and learning abroad;6.Students' comprehensive quality is low,some students lose interest in mathematics learning,and teachers become anxious;7.The degree of cooperation between math teachers and parents is not high,and the boundaries of teachers' responsibilities are blurred;8.The salary is not directly proportional to the labor,and the spiritual and material life of mathematics teachers are not satisfied;9.The social evaluation of teachers is both negative and favorable,and the teaching belief of mathematics teachers is shaken;10.Factors such as gender,marriage,residence and math major have an impact on the well-being of mathematics teachers,but their impact is not significant.11.Mathematics teachers of different ages,teaching years,professional titles,teacher status,education background and monthly income are different in terms of well-being;12.Students' performance,work pressure,salary level,social recognition and the realization of career ideal have the greatest influence on teachers' well-being.According to the analysis of questionnaire survey results and interview results,the main factors affecting the well-being of mathematics teachers are as follows: 1.Too much negative evaluation and bad public opinion of the society;2.The achievement of mathematics teachers' own education fails to reach the expected goal;3.The responsibility boundary of mathematics teachers especially the head teacher is vague,and their workload is overloaded;4.Students' learning attitude is not correct,math learning interest is not high and students' own bad habits are difficult to correct;5.The parents' attitude is tough,they don't understand and cooperate with the work of mathematics teachers;6.The salary can not meet the needs of teachers' survival.Based on the analysis of the problems and influencing factors reflected in the well-being of rural junior middle school mathematics teachers,this paper puts forward the following six suggestions to improve the well-being of mathematics teachers: 1.Mathematics teachers should improve their sense of self-identity,accept themselves,encourage themselves and affirm themselves from the heart;2.Mathematics teachers and non mathematics teachers,class teachers and non class teachers should pay close attention to moral education,in order to improve students' comprehensive quality,cultivate students' good study habits and cultivate students' moral character of respecting teachers;3.Ningcheng County should add parent school education in order to improve the quality of rural parents,education ideas and education methods and promote the division of work and cooperation between family education and school education,and finally achieve the purpose of uniting education efforts;4.The public needs to re-examine the teacher industry in order to define the teacher's identity,define the boundaries of teachers' responsibilities,and understand and respect the work of teachers;5.The government should strengthen the implementation of policies related to rural teachers in order to protect the rights and interests of mathematics teachers and the majority of teachers;6.We will adjust the internship system and appropriately extend the internship period of normal university students in mathematics department,and set the internship location in rural areas to expand the resources of mathematics teachers in rural areas.