Investigation On The Status Quo Of Teachers’ Professional Achievement In Rural Small-scale Schools And Research On Promotion Strategies

In 2018,Premier Li Keqiang of the State Council made a government work report to the National People’s Congress and pointed out that fair and quality education should be developed.As the shortcomings of education in our country,rural education will inevitably make up for it.However,in reality,rural education in our country is not only facing the backwardness of hardware facilities.As the foundation and key force of the revitalization of rural education,teachers have also become constraints.factor.At present,there are a large number of small-scale rural school teachers in the country.They take on the task of cultivating students in remote areas and quietly dedicate their youth to rural education.Because of their perseverance,batches of children have walked out of the mountains and realized themselves.Ideal of life.However,compared with urban teachers,teachers in smallscale rural schools are in difficult conditions,with an astonishing workload,and generally low salaries.A series of practical problems are increasing teachers’ life and work pressure and threatening teachers’ lives.Mental health will inevitably lead to job burnout in the long run.Therefore,how to make teachers gain a sense of accomplishment and radiate the vitality of teachers in rural small-scale schools is a problem that we urgently need to overcome at present.Regarding research on professional achievement,a large number of scholars have already started,covering a wide range of areas,covering various regions in the country,with a long depth,including university teachers,high school teachers,junior high school teachers,elementary school teachers and other groups,but for small-scale schools There are still relatively few researches on teachers’ professional accomplishment.To this end,this article focuses on the status quo of teachers’ professional accomplishment in rural small-scale schools in Y County,and conducts field research to explore methods and countermeasures suitable for improving the professional accomplishment of teachers in small-scale schools.promote.With regard to the research thinking on the status of teachers’ professional accomplishment in small-scale schools,the first is to comprehensively consult domestic literature around small-scale schools,teachers’ professional accomplishment,etc.,to sort out and summarize,and form a literature review.Based on the review,it is found that relevant researchers have paid attention to teachers at all levels and types,but the attention is not enough for teachers in rural small-scale schools and from the perspective of teacher professional achievement.Based on this hypothesis,teachers in small-scale rural schools have a low sense of professional accomplishment and need to be improved.What are the key influencing factors? Borrow the existing professional accomplishment questionnaire and modify the questionnaire based on the preliminary interviews.The small-scale school in Y County,Zhejiang Province was the target of distribution.Questionnaires were distributed and collected.Based on the results of the analysis,relevant interviews were conducted to ask specific questions.Finally,combined with the results of interview data,data analysis,literature review,etc.,based on the hierarchy of needs theory and the twofactor theory,the cause analysis of the status quo of the teacher’s sense of professional achievement in small-scale schools in Y County is carried out,and the summary is summarized.The results of the study found that the overall sense of professional achievement among teachers in rural small-scale schools in County Y is low,which is mainly reflected in low self-judgment,low evaluation of the professional achievement of surrounding colleagues,and a normal distribution of the professional achievement scale.Three aspects.From the perspective of individual characteristics of teachers,teachers with different characteristics have different levels of professional achievement.Female teachers have higher professional achievements than male teachers;local teachers have stronger professional achievements than non-local teachers;teachers who hold administrative positions have higher professional achievements than non-local teachers Teachers in administrative positions;primary school teachers have a stronger sense of professional accomplishment than junior high school teachers;teachers’ teaching age,professional title,and the importance of subjects are positively correlated with professional accomplishment;teacher’s school time is inversely correlated with professional accomplishment;teacher income is too low and will be reduced Sense of professional accomplishment.From the perspective of the source of teachers’ professional achievement,the five most important aspects are education quality,personal development,policy treatment,social atmosphere,and working environment.From the cross-analysis results of five factors of teacher’s individual characteristics and sense of accomplishment,teachers with different characteristics feel different degrees of influence from various internal and external factors.Based on the above conclusions,suggestions for improving rural teachers’ professional sense of accomplishment are put forward from four aspects: ensuring the system,improving the campus environment,attaching importance to individual development,and solving practical problems.