How To Make Border Ethnic Areas Special-post Teachers Willing To Stay In Rural Schools

The reconstruction and prosperity of rural areas must rely on rural education,and the prosperity of rural education will inevitably be inseparable from the support of rural teachers.China’s rural teachers have existed since ancient times.Among today’s rural teacher groups,special post teachers are like a fresh blood injected into the declining rural teacher group.Some of them have endured loneliness,poverty,and overcame the countryside.Inconvenient transportation,economic backwardness,poor information and other difficulties,in the fertile soil of rural education,after the expiration of the three-year service period,continue to stay behind and work on rural education,illuminating the light of wisdom for rural children.Therefore,it is a research topic with practical significance and theoretical value to analyze why the special post teachers in the border ethnic areas stay in their posts.This research is based on the theoretical support of teacher professional development theory and ecological system theory,and takes the special post teaching life of the special post teachers in the border ethnic areas as the research perspective,focusing on the theme of why special post teachers in the border ethnic areas retain their posts,and adopts the interview method,The research method combined with observation method,through combing the case’s career choice motivation and special post education life experience,analyzes the relationship between the case’s special post experience and the case’s retention.The study found that the motivation of the case teacher to stay from the inside to the outside is formed by the combined forces of the three levels of the micro system,the meso system and the macro system.The guidance of special post teachers’ own values and the drive of professional development endow them with the internal motivation to stay;the family of special post teachers,their colleagues,students and other important others,the organizational atmosphere of the school where they are located,and the geographical advantage of the school.The retention of special post teachers;and the national incentive policies and the atmosphere of respecting teachers and education in the society have formed a strong support for the retention of special post teachers.The study suggests that the retention of special post teachers is the result of the interweaving effects of multiple dynamics,and seeking the path of special post teachers’ retention also requires in-depth thinking from multiple angles.From the perspective of salary and welfare treatment,the salary and welfare treatment of special post teachers should be improved,and the living conditions of special post teachers should be improved.Attention should also be paid to the overall promotion of the treatment of rural teachers.From the perspective of the organizational environment of rural schools,it should be optimized to shape democratic and fair school organization and management,highlight the fairness and humanization of school organizations,and build positive,warm,and cooperative colleague relationships among teachers.From the perspective of the professional development of special post teachers,the pre-service training and training of special post teachers should be strengthened to support the post-service professional development of special post teachers.From the perspective of shaping the educational environment of rural schools,the construction of beautiful villages should be accelerated,the social atmosphere of respecting teachers and education should be reshaped,and the relationship between rural communities and rural schools should be strengthened to enhance the attractiveness of rural schools.Material incentives are the foundation,and spiritual incentives are the conditions.Therefore,the humanistic care for the spiritual world of special post teachers is also particularly necessary.