A Study Of Rural Junior Middle School Teachers' Retention Willingness

Rural teachers are important for rural education.They are the guide of rural students'fate.And as the first factor affecting the rural students' access to fair education opportunities.The flow and lost of rural teachers will inevitably affect the rural students' learning,affect the quality of local rural education and affect the development of rural education.For this reason,the country has issued a series of policies,such as rural subsidies and professional title evaluation incline to the rural teachers,but rural teachers still want to return to the city,and "unable to make rural teachers stay in rural school" is still a prominent problem in the construction of rural teachers.This study based on the survey of A county in Ningxia,studies the present situation of the willingness of rural junior middle school teachers to stay in rural areas,analyzes the existing problems and the causes,explores the advice and suggestions to strengthen the willingness of rural junior middle school teachers to stay in rural school,and provides the basis for the policy making of stabilizing the rural teachers' team.Through questionnaire method and interview survey,the author obtains the original data of teachers' willingness to stay in rural junior school in county A.After analyzes and processes this research state following six parts:the first part is the introduction,mainly include the origin,purpose and significance of the research,research review at home and abroad,research ideas and methods.The second part include theoretical basis of this study and definition of core concepts.The third part is the present situation investigation and problem analysis of the willingness of rural junior middle school teachers in county A.The fourth part is the analysis of the reasons for the problems of the present situation of teachers' willingness to stay in rural junior middle school in county A.The fifth part puts forward the advice and suggestion based on the angle of education management.The sixth part as the last chapter mainly include the summary and reflection.The study found that the overall willingness of rural junior middle school teachers in county A is strong,but different rural schools have different willingness,and different individual characteristics'willingness is different:such as the willingness of young teachers is weak,female teachers'willingness is weak,the higher the degree,the weaker the willingness to teach.There are many reasons include rural teachers' own reasons and external reasons.Such as the difficulty of marriage partners in rural areas,rural teachers lack time and energy of family life care,the poor education environment for children,less employment opportunities,low vocational identity of rural junior middle school teachers,lack of interest in teaching in rural areas,and the backward living facilities,inconvenient transportation,heavy work and professional development needs can not be met.Through strengthening students' development education,improving educational facilities,guaranteeing educational and teaching funds,safeguarding teachers' legitimate rights and interests,and promoting teachers' professional development,the rural teachers' team tends to be stable,thus improving the quality of rural education and teaching.