Research On Rural Education Confidence Of Rural Small-scale School Teachers

Rural education confidence refers to the confidence of the subjects who engaged in rural education about the future development of rural education.The rural education confidence of rural small-scale school teachers is a psychological state produced based on a comprehensive consideration of the status of rural education development.It is based on the recognition of the reality of rural education(usually expressed as the satisfaction of rural education),and contains their judgement and expectations about future.The rural education confidence of a large number of rural small-scale school teachers is objective,and it is the internal motivation and spiritual support of the development of rural small-scale schools and rural education.The research has determined the observation dimensions of rural education confidence.Through theoretical analysis,the core of rural education development includes internal and external aspects such as education and teaching quality,support and development environment.Then,referring to the research framework of social confidence,the observation dimensions absorbed the content of some relevant policies,such as Measures for Supervising and Evaluating the Quality and Balanced Development of Compulsory Education in County Areas(Ministry of Education of the P.R.China,2017),Opinions on Promoting the Reform of Comprehensive Evaluation of Primary and Secondary Education Quality(Ministry of Education of the P.R.China,2013)and The Measures for Accelerating the Supervision and Evaluation of Education Development in the Midwest(Office of National Education Inspection,2017).By combining the related research literature of Rural Education Development and Rural Education Quality Monitoring System,4 first-level dimensions(including: government security,hardware conditions and environment,education and teaching quality,teacher professional development),10 second-level dimensions and several observation points were finally determined.Based on the observation dimensions,research tools were developed,mainly including the Questionnaire and the Outline of Interview.The study selected H,A,and O districts in the east,middle,and west of Gansu Province.In addition to considering geographical distribution,the educational development level of the three districts is alsohighly representative.Finally,1032 teacher questionnaires with valid data were selected for analysis,and 9 rural small-scale school teachers were interviewed in depth.Analysis of the survey data of the three districts shows that:Firstly,the rural education confidence index of the rural small-scale school teachers is 69.28(Total:100),only reaching the passing-level,there is still much room for its improvement.Secondly,it can be considered that the satisfaction and rural education confidence had a significant positive correlation,that is,the higher the satisfaction is,the rural education confidence will also increase.Thirdly,through independent sample T test and one-way analysis of variance,the research verified that there is a significant difference in rural education confidence among teachers in different regions and between different teaching ages.There are no significant differences in other major demographic variables.Based on the results of data analysis and on the basis of interviews,the study proposes strategies to improve the rural education confidence among rural small-scale school teachers including:First,all sectors of society,especially the government and scholars,must attach importance to the rural education confidence.The government should include consideration of rural education confidence in policy formulation and education supervision,and academic research should continue to pay attention to and in-depth study of rural education confidence.Second,we must start with improving rural education satisfaction,and the key is to do well in rural education and increase the attractiveness of rural teachers' professional identity.This can be solve by giving them enviable labor returns,enviable social identities,and letting them being professional.Third,we should establish the policy that considering the regional differences,and provide accurate policies to teachers with different characteristics.Fourth,provide external social support for the formation of rural teachers' professional beliefs.At the same time,rural teachers should cultivate their professional beliefs actively.