Research About The Influencing Factors Of The Continuous Intention To Participate In Teacher Training In Primary And Middle Schools

With the rapid arrival of the era of knowledge economy,human beings must adapt to this new era of rapid development through continuous learning.For teachers,a professional group whose main goal is to teach knowledge,its own professional development is becoming more and more important.Therefore,it is of great significance to understand the influencing factors of the continuous intention of teachers in primary and middle school teachers to participate and accelerate the professional development of teachers.Therefore,this research is based on the issue of 300 questionnaires issued by the “Guopei” project of Baoding City and the backbone teacher training project of a certain college in Baoding.Based on the literature review,a theoretical model based on Expectation-Confirmation Theory(ECT),UTAUT theory,and Task-technology Fit(TTF)is established.Using SPSS22.0 and AMOS24.0 statistical software for data analysis to explore the influencing factors of the intention to participate in teacher training in primary and middle schools and the relationship between related variables.The analysis results show that the guarantee service has an important influence on teachers' perceived training usefulness.Perceived usefulness and expectation confirmation will positively affect student acceptance,but it will not directly affect the intention to participate continuously.This study supplements the theoretical and practical research on the intention to participate in training of primary and secondary school teachers,and provides suggestions on how to enhance the acceptance of participating teachers and guide teachers to continue to participate in the training,such as establishing teachers' awareness of professional development and increasing their intention to participate in training.On-demand training,designing hierarchical and tiered training;enhancing primary and secondary school teachers' learning interest and strengthening the inherent motivation of teacher training;innovative training content,focusing on "development" ability training;enriching training forms,strengthening school-based training development;and improving trainer empathy Understand ability to enhance the effectiveness of training courses;strengthen infrastructure and organizational construction to promote teachers' perception of the usefulness of training;innovate assessment methods and build long-term incentive systems.