A Study On The Willingness Of Teachers In Rural Primary Schools To Continue Teaching

As the main body of rural education,rural teachers are an important part of rural education.The willingness to teach is not only the basis of teachers' professional growth,but also the guarantee of the quality of teachers and the stability of the teaching team.This study uses a self-developed scale that has been tested to have good reliability and validity.Through questionnaire survey and interview methods,1,420 rural primary school teachers from various regions in Xinjiang are investigated and studied,aiming to understand the overall willingness of rural primary school teachers to continue teaching It analyzes the current situation,and analyzes the impact of work and living environment,personal development,self-recognition,and professional returns on the willingness of rural primary school teachers to continue teaching,summarizes the research conclusions and tries to make targeted recommendations.The study found that: First,the overall level of rural primary school teachers' willingness to continue to teach is relatively high;second,the short-term willingness of rural primary school teachers to continue to teach is high;The willingness to continue teaching will be weakened.Fourth,rural primary school teachers of different groups have significant differences in their willingness to continue teaching,but there is no significant difference in professionalism.Fifth,through correlation and regression analysis,it is found that professional returns,self-awareness,and personal There is a significant positive correlation between development,work and living environment,and rural primary school teachers' willingness to continue teaching.Among them,self-cognition,work and living environment,and personal development can predict rural primary school teachers' willingness to continue teaching.Based on the research results,five suggestions are put forward: first,formulate a diversified incentive mechanism policy;second,improve the social status of rural primary school teachers;third,accurately train localized excellent teachers;fourth,effectively reduce the workload of rural primary school teachers;Fifth,teachers pay attention to their own growth and development.