A Study On The Professional Accomplishment And Affecting Factors Of Rural Teachers

Rural teachers' sense of professional accomplishment is closely related to their education and teaching level.Teachers with higher sense of achievement tend to have higher enthusiasm for work.They are more proactive and creative in practical work to take work matters seriously,and teachers who lack sense of achievement It is always negative attitude and insufficient motivation.In the long run,it will inevitably cause boredom to work,cause occupational burnout,and even the tendency and willingness to leave.Therefore,making teachers feel a sense of accomplishment in the post is the key to rejuvenating the teaching team.The existing researches on the sense of professional achievement mainly explore the status quo,influencing factors and improvement paths of teachers' sense of professional achievement.Most of the researches on the sense of professional achievement are empirical studies conducted using questionnaires.Teachers,college teachers,vocational college teachers,special education teachers and other groups,but not enough attention to the professional achievements of rural teachers.As a psychological and emotional perception experience,the sense of professional achievement is generated by getting inspired from work.Therefore,motivation-related theories have certain inspirational significance for this research.In this research,the ERG needs theory,achievement needs theory,and motivation-care theory in the motivation theory are used as the theoretical basis and analytical perspective of the research interpretation.Through a review of the existing literature,professional identity,school environment,career development,career As the main research variable,the questionnaire survey method was used to collect the relevant data of 393 rural primary and secondary school teachers in Y County,J Province for analysis.Data were collected for sample feature statistics and questionnaire quality inspection to confirm the authenticity and reliability of the data.The research on the influencing factors of rural teachers' sense of career achievement builds a structural equation model,validates the hypothesis model's model fit through data,and revises it based on the revised indicators to arrive at the final model of the study.The study found that rural teachers' overall sense of professional achievementshowed a good state of self-evaluation and others 'evaluation.Gender,marital status,age,job title,and income level would significantly affect teachers' sense of professional achievement: rural male primary and secondary school teachers' professional achievement I feel higher than female teachers in rural elementary and middle schools;rural teachers who are married are higher than rural teachers who are unmarried;rural teachers among middle-aged teachers are older than those who are middle-aged.Middle-aged teachers are higher than young teachers;teachers with higher professional titles in rural primary and secondary schools have the highest sense of professional achievement;the higher the income level of rural teachers,the stronger their sense of professional achievement.Constructing a model of influencing factors of professional achievement to verify the relationship between the variables found that: professional identity,school environment and atmosphere will have a direct impact on the sense of professional achievement of rural elementary and middle school teachers,the effect is significant;professional growth status has an indirect effect on the sense of professional achievement.Based on the research findings and conclusions,this paper proposes suggestions to improve rural teachers 'sense of professional achievement in terms of unblocking teachers' career development channels,creating a comfortable environment,enhancing teachers 'professional identity,and establishing teachers' lofty professional beliefs.