Study On The Retention Intention And Influencing Factors Of Rural Teachers In Guangxi

Education is the foundation of building a country,a tool for rejuvenating a country,and the foundation for a strong country.Due to historical,economic,geographical and other reasons,rural education has always been a shortcoming of our country’s education.The key to making up for the shortcomings of rural education is a high-quality and energetic rural teacher team rooted in the countryside.At this stage,our country is facing the problem that the retention rate of rural teachers is not high and the turnover rate is high.How to enhance the retention of rural teachers is the top priority of the education administrative department.To improve the willingness to stay of rural teachers,it is necessary to clarify which factors will affect the willingness to stay,and prescribe the right medicine according to the effect.Based on the above background,the text focuses on the following questions:what is the retention intention of rural teachers in Guangxi? What are the factors that affect teachers’ willingness to stay? How do various factors affect teachers’ willingness to stay? How influential? Focusing on the above problems,this paper puts forward the research hypothesis and constructs the research theoretical model on the basis of literature analysis and interview survey;Then,the rural teachers in Guangxi were investigated in the form of questionnaire.With the help of SPSS and HLM software,the research hypotheses were tested by descriptive statistical analysis,analysis of variance and multi-layer linear model.According to the research results,this paper draws the following conclusions: first,the current willingness of rural teachers in Guangxi is not high.74.1% of teachers are willing to continue to take root in rural teaching,which is lower than 83.46% published in China rural education development report 2019.Second,the variables at the individual level,such as teaching age,professional identity,work family promotion and professional adaptability,have a positive impact on Rural Teachers’ willingness to stay.Thirdly,the variables of school level,organizational climate,career development space and turnover room positively affect the retention intention of rural teachers.Fourth,school level variables(career development space)can positively adjust the impact of individual level variables(career identity)on retention intention,that is,there is a cross level adjustment effect.According to the research results,under the theoretical guidance of human development ecology theory,ERG incentive theory and social support theory,this paper explores the countermeasures to enhance the retention intention of rural teachers around the two subjects of rural teachers and educational administrative departments.According to the research results,this paper takes the theory of human development ecology,ERG incentive theory and social support theory as the theoretical guidance,around the two main bodies of rural teachers and educational administrative departments,explores the countermeasures to enhance the willingness of rural teachers to remain in office from three aspects: interest retention,emotional retention and career retention,in order to answer the practical problem of "how to promote the retention of rural teachers".