A Comparative Study On The Difference Of Occupational Emotion Of Rural Teachers

The key of rural revitalization lies in rural education,and the key of rural education is rural teachers.Therefore,under the guidance of rural revitalization strategy,more attention has been paid to rural teachers in various fields of education.However,the key to attach importance to rural education lies in the professional emotion of rural teachers.Paying attention to the professional emotion of rural teachers is not only conducive to the determination of rural teachers to take root in the countryside and build the countryside,but also conducive to the healthy development of rural education.This first professional emotion and related concept is defined,and based on ORR dever ERG theory,career emotions will be divided into four dimensions:professional identity,professional sense of belonging,sense of responsibility,professional accomplishment,on this basis,the rural teachers’ professional emotion is divided into:rural teachers’ identity,a sense of belonging,the sense of responsibility,a sense of accomplishment of four content.Then,three rural teachers from H rural school in S city are selected to describe their professional emotions in the three stages of early tenure,tenure and career expectation in the form of individual cases.On this basis,this paper focuses on the differences of rural teachers’ professional emotions in different teaching ages,geographical areas and the level of serving as class teachers.The internal and external factors that influence the difference of occupational emotion are also analyzed.The conclusion shows that there are significant differences in the sense of identity,sense of belonging,sense of responsibility and sense of achievement among rural teachers of different teaching ages,and the age of teaching has a significant impact on the professional emotion of rural teachers.The longer the teaching years,the more positive the vocational emotions of rural teachers are.There are obvious differences in the sense of identity,sense of belonging,sense of responsibility and sense of achievement among rural teachers in different regions.Local rural teachers’ professional emotions are more positive than those of rural teachers in different places.The homeroom teachers are significantly lower than the non-homeroom teachers in the sense of identity,sense of belonging and sense of achievement,while there is no significant difference between the homeroom teachers and non-homeroom teachers in responsibility.According to the research,the following suggestions are put forward from three aspects of society,school and individual teachers to adjust the difference of rural teachers’professional emotion:the social support to carry forward the custom of respecting teachers and valuing education;The school guarantees to create the atmosphere of humanistic care;Teachers keep faith in themselves as a stable village.