Research On The Living Conditions And Improvement Strategies Of Teachers In Rural Elementary Schools In The West

Socrates said,"the unexamined life is not worth living." Similarly,there is no real concern for teachers without examining their living conditions.Teachers are the main force for the development of education.The survival status of teachers affects their enthusiasm and enthusiasm for work,the quality of running a school,the development quality of basic education,and the long-term stability of national education to a great extent.The western region is a relatively slow area of China's economic development,basic education is relatively backward,the survival status of teachers to be further improved.Therefore,it is of great practical significance to pay attention to the survival status of primary school teachers in western rural areas to promote the stability of teachers,the improvement of education quality and the development of basic education.In this study,three teachers in tongde county,qinghai province were interviewed by qualitative research methods,and their living conditions were presented and interpreted in the form of individual cases.Factors affecting the living conditions of rural primary school teachers in western China were analyzed,and improvement strategies were proposed based on relevant theories.The main contents of this study include the following five parts:In the first part,the reason of topic selection,research purpose and significance are explained,relevant research results are sorted out,relevant concepts are defined,and research ideas and methods are clarified.The second part mainly expounds the theoretical support of teachers' living state,including the theory of education balance,the theory of hierarchy of needs and the theory of life philosophy.In the third part,three rural primary school teachers in tongde county are presented and interpreted in the form of individual cases.Through in-depth interviews with three rural primary school teachers,relevant materials on the survival status of teachers were collected and case studies were conducted,so as to present the unique survival status of each teacher in a complete and detailed way.On this basis,it interprets from three dimensions: material survival state,spiritual survival state and professional survival state.The fouth part mainly analyzes the factors affecting the survival status of rural primary school teachers in tongde county.Based on the cases of three rural primary school teachers,this paper summarizes the internal and external factors that influence the survival status of rural primary school teachers in western China.External factors mainly include: low economic income,difficult to guarantee the life;Slow career promotion and unreasonable title structure;The training system is not perfect and the resource distribution is not balanced.Ignore individual difference,the performance salary system is unreasonable;Teacher shortage,heavy workload.Internal factors mainly include the silent influence of family environment,the lack of professional identity of western teachers,and the weak consciousness of independent professional development of western teachers.The fifth part,mainly from the government,the society and the individual level elaborated the improvement west village elementary school teacher's survival condition strategy.At the government level: raise wage income,improve education financial management system;Expand the quota of teachers and adjust the promotion channels in the west;Change incentive methods and optimize performance appraisal system;Promoting equal pay for equal work and improving the social status of teachers in western China;We will improve the teacher training system and improve the quality of teachers in western China.Social level: build a harmonious ecological environment for education and form a social support network;Social organizations support the teachers in the west to solve the practical problems in life;Entrepreneurs receive financial support to help the cause of basic education.Personal level: to guide teachers' professional development and strengthen their sense of self-development;Changing teachers' ideas and improving their sense of professional identity;Living for education broadens teachers' life thickness.