Narrative Study On The Sense Of Belonging Of Young Teachers In Public Middle Schools In Western Poverty Alleviation Counties

In 2021,China enter "14th Five-Year Plan" period.11 national-level poverty-stricken counties in the Liangshan Yi Autonomous Prefecture of Sichuan Province in Western China will alleviate poverty,and 10 of them will be designated as key national rural revitalization counties in August 2021.Fu County.In the past 8years,11 poverty alleviation counties have undergone qualitative changes in social and economic aspects with the help of poverty alleviation,but their education has also been deeply affected because they have been in a state of relatively backward development for a long time.Among them,as the backbone of education in the poverty alleviation counties in Liangshan Prefecture,the teacher team of public schools still faces the real dilemma of being unable to come,unable to retain teachers,insufficient teacher resources,weak foundation,and insufficient motivation for educational development.Entering the new era,the new educational task given to poverty alleviation counties is to consolidate and expand education to effectively connect poverty alleviation with rural revitalization.The stable development of the teaching team is bound to be related to the overall situation of educational development.Because of concerns about the sustainable development of the construction of young teachers in public middle schools in Liangshan Prefecture's poverty alleviation counties,the researchers hope that they are in Liangshan Prefecture,which was once a national poverty-stricken county,and is now one of the ten counties in X County,which is a key country for rural revitalization.A two-year public school with four years of experience as a middle school language teacher is the basic point.Through open in-depth interviews with 17 past colleagues,we can obtain their unique psychological experience,and analyze their sense of belonging in a deeper and comprehensive way.Explore the main reasons that lead to the growth and decline of their sense of belonging.This paper uses a qualitative research method to select 15 young middle school teachers(one of whom has left)who worked in the middle school department of W School in X County,Xian County,Sichuan Province,Sichuan Province,Yi Autonomous Prefecture(the public school where the researcher had taught),A total of17 teachers including 1 middle school subject leader and 1 school administrator are the research objects.According to the definition of sense of belonging and the macro,outer and meso organizational systems of Bronfenbrunner's ecological system theory,the sense of belonging of young public middle school teachers is divided into three analytical structural dimensions with internal interaction,namely,sense of belonging to region,and sense of belonging to school,sense of occupation.The study found that: at present,among the young teachers of W school,middle and high school young teachers,early and growing young teachers,local young teachers and foreign young teachers are basically the same in number,and the sense of belonging of young teachers is stable on the whole.Among them,W school middle school young teachers from other regions and local young teachers have a higher sense of regional belonging,but the sense of regional belonging of young teachers from other regions is generally lower than that of local young teachers.Satisfying the survival needs of young middle school teachers is the main reason for the formation of a sense of regional belonging,and the difference in regional development is the main reason that hinders the formation of a sense of regional belonging.The sense of belonging of young teachers in middle and high schools of W school is relatively low.The sense of belonging of young teachers in junior high schools is generally lower than that of young teachers in senior high schools.The provision of teacher establishment has a higher attractiveness and stability,which is the main reason for the formation of a sense of belonging in schools.Rank promotion and performance bonus incentives are the main reasons that hinder the formation of the school's sense of belonging.The sense of occupation belonging of the young teachers of W school is average.The young teachers in the early stage of the job have not yet completed the adaptation to the occupation,and their job burnout is more serious.Their sense of occupation belonging is generally lower than that of the young teachers in the growth period.The main reason for the formation of occupation sense of belonging,occupation identity crisis is the main reason that hinders the formation of occupation sense of belonging.