Research On The Management For Country Secondary School Teacher Professional Development Based On Symbiosis Theory

The balanced development of compulsory education is an important goal of the "Chinese Dream" in the field of education.At present,the balanced development of compulsory education is gradually moving towards advanced balance,emphasizing the balance of content,autonomy and quality.Teachers,as the fundamental driving force for the change and development of education,are the key factor to determine the quality of education.Therefore,training high-quality teachers is an inevitable choice to revitalize rural junior high school education.Looking at the professional development of rural teachers over the past two or three decades,there are numerous path designs for teachers’ professional development,yet with little success.The key lies in the lack of clear goals,insufficient motivation,and inappropriate methods in the process of teachers’ professional development,which is attributed to poor management.Symbiosis theory emphasizes synergy,reciprocity,and winwin among multiple subjects,which fits with the purpose of cooperation and development of multiple subjects in the management of teachers’ professional development.To this end,this study integrates symbiosis theory with rural teachers’ professional development,aiming to uncover existing problems of rural junior high school teachers’ professional development from the perspective of school management and actively explore effective strategies to optimize the management of teachers’ professional development.First,based on the connotation of symbiosis theory,we analyzed the appropriateness of symbiosis theory for the management of rural junior high school teachers’ professional development,and clarified the components,characteristics,and principles of the symbiosis system for the management of rural junior high school teachers’ professional development,in order to build an analytical framework for this study.Secondly,we used rural junior high school teachers in Guizhou province as the research object to grasp the current situation of teachers’ professional development management through questionnaires and interviews with rural junior high school teachers and administrators.From the results of the data,we could find that in the management process of teachers’ professional development,there were low participation of subjects,poor effectiveness of training and evaluation,insufficient environmental support,and low effectiveness of teachers’ professional development.Again,through the survey data of the current situation of rural junior high school teachers’ professional development management,correlation and regression analyses,and interviews,theoretical entry points were used to find the problems of intermittent symbiotic discrete subjects,asymmetric reciprocal inhibition of motivation,and reverse environmental dissipation of effectiveness in the management of rural junior high school teachers’ professional development,and to analyze in depth from within and between dimensions that cause the management of rural junior high school teachers’ professional development The influencing factors of the problem provide the basis for solving the problem.Finally,according to the analysis,targeted suggestions and countermeasures are proposed in three dimensions: strengthening the construction of symbiotic units,improving the symbiotic model program,and optimizing the creation of the symbiotic environment,aiming to provide references for improving the management effectiveness of rural junior high school teachers’ professional development.