A Qualitative Study On The Influencing Factors Of The Professional Development Of Rural Primary School Teachers In L Province

In recent years,with the rapid development of China's economy and the advancement of the integration process of cities and towns,the basic education in towns and townships has been paid more and more attention by people from all walks of life,and the professional development of teachers has become the focus of attention of the community.This article mainly on qualitative research study of rural primary school teachers' professional ability,through the in-depth research on interviews for many times,and according to the interview as a qualitative research foundation,found that the factors affecting the development of township primary school teachers' professional ability,analysis the factors affecting the development of township primary school teachers' professional ability,finally in combination with the practical situation of the related improvement strategies are put forward.The main content of this research consists of the following three parts: the first part explains the reason,purpose and significance of the topic,sorts out the relevant research results,defines the relevant concepts,and defines the research ideas and methods.The second part mainly analyzes the factors affecting the professional ability of township primary school teachers.From the interviews of teachers of township primary schools,this paper summarizes the internal and external factors that affect the professional ability of township primary school teachers.The external factors group should include: school administration,learning community,and campus culture.Internal factors mainly include professional identity and teachers' communication and reflection.The third part mainly discusses the strategies to improve the professional level of township primary school teachers from the level of schools and teachers.This paper puts forward some feasible strategies.First,we should effectively reduce the burden of primary school township teachers,make a task list of campus access,enrich the township teachers,develop parent workshops,and promote homeschool cooperation.Second,we should improve the leadership ability of the principals of the township schools,establish a qualified management team,enhance the teachers' awareness of the principals of the township schools,and enhance the management ability of the management team of the township schools.Third,we will raise the salaries,social status and office and living conditions of primary school teachers.Fourth,improve the township teacher evaluation system,multi-dimensional evaluation of township teachers,the establishment of township primary school teachers reward and punishment mechanism,improve the township teachers professional title evaluation system.Fifth,we should establish a system of mutual assistance between urban and rural areas,promote exchanges between urban and rural teachers,and establish cooperative relations between normal colleges and township primary schools.Sixth,enrich the training methods for teachers in towns and townships,let them participate in quality training,make good use of the network platform for training,and establish a learning system for teachers in towns and townships.Seventh,the township teachers should establish the concept of lifelong learning,cultivate the consciousness of autonomy,and continuously improve the classroom practice.Eighth,we should carry out action research,promote the development of teachers' teams in towns and townships,carry out teaching links in line with the learning level of students in towns and townships,and carry out research and study activities in towns and townships.