The Investigation And Research On The Current Situation Of The Rural Primary School Teachers Flow In The Poor Mountainous Areas Of The Yi Nationality

With the rapid development of society and the prosperity of our country,the equity of rural primary education in poor mountainous areas is becoming more and more prominent.In recent years,there has been a high turnover of teachers in the Mabian Yi Autonomous County s central school,which is representative of the poor areas in Yi nationality.In order to make people have a deeper understanding of the living conditions and working environment of primary school teachers in poor mountainous areas of the Rural Yi nationality,at the same time,it also provides corresponding reference opinions for schools in Rural Yi nationality poverty-stricken mountainous areas to deal with the problem of teacher mobility,the purpose of this study is to stabilize the teaching staff in rural poor mountain areas and promote the healthy development of compulsory education in rural poor mountain areas.This research mainly uses the questionnaire survey method and the interview method.A total of 53 teachers from the Mabian Yi Autonomous County s center were given questionnaires and 50 valid questionnaires were collected.The purpose of this study was to understand the gender,age,educational background of the teachers,their willingness to move and their opinions on the current situation of the teachers' movement.Based on the interviews with the principal and several leaders in charge of the Primary School of the Mabian Yi Autonomous County s center school,the interview method was used to conduct in-depth interviews with 16 teachers in the school to find out the deep-seated reasons for the teacher turnover.Through my research,I have found that,the flow of primary school teachers in the s Central School of Mabian Yi Autonomous County has the following characteristics: 1)the flow of teachers is an upward trend.2)the teacher flow is mainly young and middle-aged teachers.3)teachers with high academic qualifications have a high outflow rate,while those with low academic qualifications are relatively stable.4)the outflow of Han teachers from other places was high,while the local Yi nationality teachers were relatively stable.The mobile willingness of the teachers in the school is shown in the following aspects: 1)78% ofthe teachers want to be transferred.2)the objective reason why teachers want to transfer is the poor school or employment environment for their children.3)the subjective reason why teachers want to be transferred is that they have no sense of achievement in teaching in the local area,which makes it difficult to realize their life value.The reasons for the frequent turnover of teachers in this school are as follows: 1)personal factors of teachers.First of all,from the economic point of view,the county teachers welfare treatment can not be compared with the county civil servants or other public institutions under relatively equal conditions.Secondly,from the personal development point of view,most teachers believe that teaching in the mountains of poverty and backwardness has no sense of achievement,difficult to achieve their life value.Finally,teachers believe that schools in poor mountainous areas of the rural Yi ethnic group can not provide their children with a good education environment and education methods,which will have a great impact on their children's future schooling or further studies.For the future development of the child,have to choose to flow.2)institutional factors of school conditions.First,the school hardware shortage,software weakness.As a poor mountain school,this is a common problem.Second,the small Liangshan area is a direct transition from a slave society to the socialist mode of production,parents backward,outdated,difficult to communicate,home school cooperation is very difficult.Moreover,the school also has the insufficiency to the teacher's incentive method.3)environmental factors of external ecology.The main reason is the inconvenience of transportation: The predicament of kinship and geographical isolation.Second,Cultural Differences: The plight of integration with local culture.From this,we need: 1)policy level: Establish two-way flow mechanism.Learning from the experience of other regions to establish a two-way flow mechanism between urban and rural teachers.2)teacher training: to train more excellent native teachers.The recognition of schools in such autonomous areas makes it easier for teachers of their own ethnic group to come and take root.3)improve the quality of after service training: Make Teachers more willing to root in such schools.