Research On The Working Motivation Of Middle-Aged Teachers In Rural Schools

The construction of rural compulsory education teachers is the key to guarantee the equity of rural education and improve the quality of rural education.The middle-aged rural teachers who have been in the front line of rural education for many years have shown distinct characteristics of The Times in terms of ideology,behavior and other aspects.As the main force of rural education,it is of great practical significance to pay attention to the working motivation of middle-aged rural teachers.In this paper,middle-aged rural teachers in rural primary and secondary schools in L City(M County)are investigated and studied.Literature,questionnaire,interview and mathematical statistics are adopted to carry out field questionnaire survey in combination with the actual situation of rural compulsory education stage,so as to explore the topic of working motivation of middle-aged rural teachers.Specific research results are as follows:Based on the summary and study of relevant literature at home and abroad,this paper selects seven aspects as the index system to study the work motivation of rural middle-aged teachers in L city,including "ideal moral motivation","social identity motivation","career development motivation","family support motivation","work motivation","assessment management motivation" and "teaching reform motivation".Through the statistical analysis of the questionnaire data,it is found that the overall lack of working motivation of rural middle-aged teachers in L City is mainly reflected in:Middle-aged teachers’ ideal moral motivation loosens,social and professional identity motivation decreases continuously,career future development motivation suffers midlife crisis,family and work motivation affects teachers’ work status,work motivation is very limited,school assessment and management motivation has a negative effect,and teaching reform increases pressure on teachers.Through field investigation and analysis,three reasons for the lack of working motivation of middle-aged rural teachers are found.Reasons for social identity: the sense of respect for rural teacher profession in rural areas is declining;Rural areas do not pay enough attention to rural education.2.Reasons for personal cognition: Facing midlife crisis and unclear career development goals;Teachers’ professional ability is generally low and their awareness of self-improvement is not strong.3.Reasons for school management: rural schools lack management ability and teachers’ sense of participation is weak;The evaluation system is not perfect,only increase the work pressure;Lack of incentive measures,eliminate teachers work enthusiasm;Lack of systematic training mechanism,fewer promotion opportunities.In view of the three reasons for the lack of working motivation of rural middle-aged teachers in L city,the author puts forward the corresponding promotion strategies for teachers’ working motivation,1.Countermeasures to improve the social identification and support system: create a public opinion atmosphere of respecting teachers and valuing education in rural areas;Increase economic investment and resource allocation in rural education.2.Countermeasures for personal cognition and career development: strengthen the educational belief of middle-aged teachers and improve their professional identity;Enhance teachers’ awareness of professional development and cultivate active learning habits.3.School management and evaluation incentive optimization countermeasures: create a harmonious campus culture and public participation in management atmosphere;Implement democratic and scientific teacher evaluation mechanism;Improve the salary of middle-aged teachers and strengthen the spiritual incentive measures;Improve the effectiveness of teacher training,optimize teacher cooperation culture.