Study On Influencing Factors And Supporting Strategies Of Rural Young Teachers’ Professional Development

Rural revitalization,education first.To revitalize education,teachers should go first.Young teachers,as a key force in rural teachers,bear the responsibility and mission of developing rural education and blocking the intergenerational transmission of poverty.Therefore,how to build a high-quality team of rural teachers has become the core issue of rural education at present.Based on the questionnaire survey of rural young teachers in H province,supplemented by in-depth interviews,this paper makes clear the current professional development status of rural young teachers and its influencing factors.Through investigation,it is found that the overall level of rural young teachers’ professional development is below the average,and their professional knowledge,professional ability and professional affection need to be improved.In addition,it is found that there are significant differences in the professional development level of rural young teachers in three factors: teaching experience,professional background and academic qualifications.Based on this,the related factors affecting the professional development of rural young teachers are analyzed in detail from the social,school and teacher personal levels.Among them,wages and social recognition in social factors,school-related systems and school support conditions in school factors,educational beliefs and self-development awareness in personal factors all have certain influences on the professional development of rural young teachers.Based on the above analysis,the basic strategies to improve the professional development level of rural young teachers are put forward.First,social guidance:establish a "first" mechanism for teachers’ professional development,including improving the "differential compensation" wage mechanism,supporting young rural teachers to concentrate on teaching and give play to the guiding role of public opinion media,so as to add color to the professional development of young rural teachers.Secondly,organizational empowerment: building a good environment for teachers’ professional development,including promoting by evaluation;escorting rural young teachers’ professional development,standardizing the system;safeguarding the rights and interests of rural young teachers’ development,and cooperating;building a professional learning community for teachers,optimizing the educational ecology;and reducing the burden for rural young teachers’ professional development.Third,self-promotion:awakening the endogenous motivation of professional development,including establishing the consciousness of independent development,building the concept of lifelong development,cultivating rural education feelings and enhancing teachers’ professional identity.