Research On The Current Situation Of Rural Junior High Schools Teachers' Professional Commitment

Profession commitment is an important gauge to measure individual's attitude and behavior towards his or her profession.Through Teachers' profession commitment,one's emotional attitude towards career can be understood,or to predict teachers' turnover intention.Rural teachers,as an important part of our teachers,play a key role in promoting the development of rural education and improving the quality of rural education.How to improve the professional commitment of rural teachers and consolidate rural teachers crew is one of the core issues in the current education field.This study aims at understanding the current situation and existing problems of rural junior middle school teachers' professional commitment through series of investigations and researches on the situation of rural junior middle school teachers' professional commitment,and to seek ways to improve junior middle school teachers' professional commitment level in rural area.So the researcher collected data through questionnaire,interview,participatory observation and physical data collection,and made statistical analysis of the data with spss24.0 software,then came to the following conclusions:Firstly,the professional commitment of junior middle school teachers in L County is generally in medium level.Among the standards,normative commitment is the highest,emotional commitment is the second,and continuous commitment is the lowest.Secondly,the demographic variables and work factor variables of junior middle school teachers in rural are have certain impact on their career commitment.The overall level or a specific dimension of individual's career commitment is affected his physical age,teaching age,education background,professional title,income,the nature of school,whether to be a class monitor or not and the weekly teaching hours.Thirdly,the main factors that affect the level of professional commitment of rural junior middle school teachers in L County are: heavy work tasks,large amount of hours,long working hours,incompleted teacher assessment and evaluation system,limited teaching autonomy,and wide differences in working environment.In respect to the above issues,the researcher put forward suggestions from management and teacher's dimension.Towards the school management dimension,education environment of rural teachers should be improved as well as good professional atmosphere should be created;Attention should be paid to the psychological changes of young teachers in order to help them adapt to the school tasks as soon as possible;Reinforce the "talent introduction" project,implement various welfare and attract people with high academic qualifications into the school;Standardize the working hours and load of teachers and simplify the portion of non educational work to reduce the burden on teachers.Improve teachers' performance appraisal and evaluation system,draw attention to teachers' covert work performance;give teachers appropriate autonomy in teaching thus to improve the enthusiasm and creativity of teachers' work;Implement school leaders and teachers' learning of education theory to promote teachers' professional development.At the teacher's profession dimension: Teachers should learn educational theories proactively,establish reasonable educational ideas,understand and evaluate the significance of education objectively;Emphasize on lifelong learning,consistent self-refection,and establishing "self-renewal" consciousness in professional development;Improve individual's communication ability,adopt effective two-way communication more frequently in stead of one-way communication;Transform traditional role of teachers into new one and cultivate their own personal characteristics.