A Study On The Relationship Between The Climate Of School Fault-Tolerant And The Working State Of Teachers

In 2017,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council of the People's Republic of China issued The Opinions on Deepening the Reform of the Education System to set the direction for education reform.The opinion points out that it is necessary to innovate the teacher management system and to improve the pilot,fault tolerance,supervision,and promotion mechanisms for the education reform.School fault tolerance has become an important issue to be studied urgently.This research is based on social exchange theory,field dynamics theory and social information processing theory,using literature method,investigation method and case analysis.First,divide the middle schools in D city into Class A,Class B and Class C according to the social evaluation of teachers' level,hardware conditions,teaching quality,and enrollment level of each school.Then,use stratified cluster sampling to extract samples from 2 schools at each level.Use the School Fault Tolerant Climate and Teacher Working State Questionnaire to collect data,and then describe the climate of school's fault tolerance and the state of teacher's work on this basis.Compare the differences in school level,gender,professional title,educational background.The fault-tolerant climates of the sample schools are divided into three categories: laissez-faire,good and ideal through cluster analysis.Correlation analysis is used to examine the relationship between fault-tolerant climate and teacher burnout,teacher innovation,and teacher dedication.First,Correlation analysis results verify that there is a low positive correlation between the school fault-tolerant climate and teacher job burnout.Second,there is a moderately positive correlation between the school fault-tolerant climate and teacher job innovation.Third,there is a significantly positive correlation between the school fault-tolerant climate and the teacher job dedication.There are three main reasons for the problems: the fault-tolerant policy is not clear,the school lacks a fault-tolerant climate,teachers lack legal literacy,and the awareness of rights is weak.This study puts forward countermeasures and suggestions on three aspects,including the education administrative department to construct and improve the fault-tolerant system to improve the school fault-tolerant system,the school to create and optimize the school's fault-tolerant climate,and the individual teachers to cultivate and improve their own legal literacy.