Research On The Professional Quality Of Teachers In Small Rural Schools

"The decision of the CPC Central Committee and the State Council on deepening education reform and comprehensively promoting quality education" points out that "the construction of high-quality teachers is the basic guarantee for comprehensively promoting quality education." In a sense,teachers have become the most direct factor influencing educational reform.Improving teachers’ professional quality is an important basis for building high-quality teachers,and also an inevitable requirement for promoting the development of rural teachers.Rural small-scale schools and rural boarding schools have become the basic pattern of rural compulsory education.Rural small-scale schools have the value of overcoming difficulties at the bottom.Therefore,rural small-scale schools should pay more attention to the improvement of teachers’ professional quality,and strive to build a professional team with exquisite ability and skilled technology,so as to promote the development of rural small-scale schools,Lay a solid foundation for rural compulsory education.Based on the theories of lifelong learning,educational equity and teacher professional development,eight typical small-scale rural schools in H county of Ningxia are selected as samples.By using the methods of literature review,questionnaire survey and interview,this paper makes an in-depth exploration and analysis of the current situation and problems of teachers’ professional quality in eight small-scale schools in H county;At the same time,from the material,incentive,teaching and research,training and other aspects of the professional needs of rural small-scale school teachers,the difference analysis shows that different gender,different age,different teaching years,different professional titles of teachers have significant differences.This study analyzes the causes of the problem from the aspects of education policy,school management,teachers’ personal quality and so on:first,the education policy factors are mainly the imperfect policy support and system guarantee of small-scale schools,and the lack of high-quality resources of small-scale schools;Secondly,the main factors of school management are the lack of teaching and research atmosphere in rural small-scale schools,the lack of incentive in the evaluation of teachers in small-scale schools,and the lack of effectiveness in the in-service training of teachers in small-scale schools;Third,teachers’ personal factors are mainly the lagging behind of education and teaching ideas,teachers’ work pressure,serious job burnout and weak self-development awareness.Finally,the paper puts forward some countermeasures to enhance the professional quality of teachers in rural small schools.The specific countermeasures and suggestions are as follows:first,from the perspective of educational policy,the Education Bureau and relevant departments should increase investment,improve the conditions of rural small schools,improve the wages of teachers in rural schools,improve the mechanism of small school teachers’ supplementary,and strengthen Internet plus education.Build information exchange platform;Second,from the perspective of school management,small-scale rural schools should scientifically and reasonably arrange their work tasks,strengthen the effectiveness of teachers’ in-service training,effectively reform the teacher evaluation system,Strengthen the professional guidance of small-scale school teachers and enrich the form of teacher training;Thirdly,from the perspective of teachers themselves,teachers should improve their awareness of self-learning,strengthen their self reflection,create educational blogs,and improve their teaching research ability.In addition,strengthening external support and security is also an important strategy to improve the professional quality of rural small-scale school teachers.