A Qualitative Study On The Status Quo Of Rural Primary School Teachers' Care For Left-behind Children

The care of teachers is of great significance to the healthy growth of left-behind children.In order to explore the situation of rural primary school teachers' care for left-behind children,a field survey was carried out in three primary schools in W Town,Q County,Gansu Province.During this period,13 teachers and 22 left-behind children were interviewed in depth and observed carefully.The study found that Teachers' care for left-behind children is mainly shown in the following eight aspects: Respect means that teachers respect the personality and psychology of left-behind children,do not discriminate against left-behind children,do not "label" left-behind children,acknowledge and affirm the uniqueness of left-behind children,and encourage them to grow and develop for their own purposes;Understanding means that teachers feel with heart about left-behind children's inner world,their thoughts and feelings to experience life,their anxiety fear,sadness,and all in his heart,give the utmost tolerance and understanding to left-behind children who have made mistakes;Encouragement means that teachers often praise left-behind children in verbal and non-verbal ways,and also give certain material rewards to show their affirmation;Responsible means that teachers care about the overall development of left-behind children,and do their best to teach them with strict requirements and discipline;Giving means that teachers enrich left-behind children with their own knowledge,energy and time;Trust means that teachers can identify the strengths and advantages of left-behind children,also unconditionally believe that their potential is unlimited;Concern means that teachers can find the changes of left-behind children in time,give care to their various performances,and care about the growth of each left-behind children;Affinity means that teachers are kind and friendly to left-behind children,which can make left-behind children feel warm everywhere.Based on the teacher's performance in caring for left-behind children,the motivation of teachers for caring for left-behind children is further explored: most teachers in rural primary schools believe that caring for left-behind children is a "conscientious job".Some teachers believe that they care for left-behind children in order to make left-behind children like to go to school,to make left-behind children grow up healthily,and to make up for the powerlessness of the elderly.The influence of teachers' care on left-behind children is both direct and positive.First of all,the left-behind children who are cared for have significantly improved their communication skills during the process of interacting with teachers.In addition,the left-behind children who are cared for will make great progress in their studies.Finally,teachers' care for left-behind children will also affect the formation of left-behind children's optimistic personality.The research also found that there are still some deficiencies in caring for left-behind children in rural primary schools: Firstly,not all teachers care for left-behind children,and some teachers are lack of care for them;Secondly,teachers' care for left-behind children mainly focuses on learning,and they pay insufficient attention to the psychology,life and other aspects of them;Thirdly,the individual care effect of teachers on left-behind children is not obvious.The reasons for the above deficiencies include four aspect: Firstly,at the school level,the influence of the one-sided pursuit of performance and the failure to implement the relevant policies concerning the care of left-behind children;Secondly,at the level of teachers,teachers work under great pressure,which have limited time and energy,teachers' group is not stable,and teachers' professional quality is not high,the caring ability is insufficient;Thirdly,at the level of parents,the entrusted guardians spoil and indulge the left-behind children and the entrusted guardians are not responsible for the left-behind children;Fourthly,teachers' care is also affected by the attitude of left-behind children themselves.To this end,we can promote teachers to care for left-behind children better from the following aspects:Firstly,the government should promote the implementation of policies related to care for left-behind children;Secondly,schools should create good conditions for teachers' care;Thirdly,teachers should learn the theory of care and practice care;The fourth is to implement the responsibility of the main body of family guardianship;Fifth,left-behind children should learn to be loved and cared for.