Investigation And Research On Teachers' Occupational Gain In Rural Primary Schools

The term "sense of gain" has a distinct policy orientation and value of the times,and it mainly refers to the positive and pleasant emotional experience that an individual has due to his actual acquisition in the material and spiritual levels.Occupational sense of acquisition,as a derivative concept of sense of gain,is an individual's sense of gain based on professional gain.Looking at the literature,it is found that there are only a handful of researches on the professional acquisition of rural primary school teachers.In view of the importance of the rural elementary school teachers and the overall status quo of teacher occupational acquisition is not optimistic,it is necessary to investigate the current situation of rural elementary school teachers' occupational acquisition to explore the specific situation of teachers' occupational acquisition and the existing problems and causes.In order to propose targeted promotion countermeasures.This study extracted the structural dimensions of teachers' sense of professional gain through literature analysis,in order of economic benefits,environmental comfort,interpersonal warmth,sense of teaching accomplishment,sense of belonging to the school,and sense of social respect.survey".Predict the rural elementary school teachers in counties C and X in the northeast of Chongqing city.Through the item analysis,exploratory factor analysis,and reliability and validity test of the prediction questionnaire,a rural elementary school teacher with 35 items in 6 dimensions is finally formed Occupational acquisition questionnaire.Furthermore,formal questionnaires were distributed among rural primary school teachers in counties C,F,X and W in northeastern Chongqing,and SPSS 21.0 was used to analyze the questionnaire data,and the overall situation of rural primary school teachers' sense of professional acquisition and the teacher's status were obtained.The specific situation on each dimension.The survey found that the sense of professional acquisition of rural primary school teachers is at a medium level,and teachers are not satisfied with their actual gains in various aspects.This is reflected in teachers' scores on the six dimensions,from low to high,as economic benefits(M=2.60),Social respect(M=3.05),environmental comfort(M=3.39),school belonging(M=3.70),interpersonal warmth(M=3.71),and teaching accomplishment(M=3.82),indicating that teachers' economic gains,Social respect,environmental comfort experience and other aspects did not produce positive emotional experience.Secondly,rural primary school teachers have significant differences in age,academic qualifications,teaching subjects,teaching age,whether they are compiled,title level,and position.The specific manifestations are the lack of professional acquisition of teachers aged 30 and below,and the occupation of teachers with college education and below.The sense of gain is relatively low,and the sense of professional gain of the main subject teachers is not high.Through interviews with 6 teachers from County C,County F,County X,and County W,we learned about the causes of the problems in rural elementary school teachers' professional acquisition and put forward countermeasures to improve teachers' professional acquisition.The countermeasures to improve the overall sense of professional acquisition of rural primary school teachers include: in terms of economic benefits,improve professional benefits and narrow the income gap;optimize the proportion of professional titles and appropriately lower the professional title evaluation standards.In terms of social respect,strengthen positive publicity to improve teachers' reputation;strengthen contact with the outside world to win social support.In terms of environmental comfort,increase financial investment,optimize school building environment and transportation facilities,and strengthen school cultural construction.The countermeasures to improve the sense of professional acquisition of rural primary school teachers with different characteristics include: for teachers aged 30 and under,increase training opportunities and improve educational ability;enhance home-school communication skills and change parents' perceptions;enhance school attractiveness and enhance teachers' sense of belonging.For teachers with a college degree or below,improve the salary system and pay attention to the strength of teachers.For the main subject teachers,streamline teaching tasks and relieve pressure;innovate teaching methods to attract students' interest.For short-term teachers,build a development platform to improve the effectiveness of "master-apprentice pairing";the school treats teachers equally and pays attention to the emotional state of teachers.For teachers without staff,change social concepts,respect and recognize teachers without staff;treat them equally to enhance their professional self-confidence and recognition.For teachers with low professional titles,continue to charge and improve their own abilities.Aiming at ordinary teachers,establish a collective consciousness and take active actions;streamline teachers' administrative tasks and relieve teachers' pressure.