A Study On The Generation Of Endogenous Motivation For Professional Development Of Rural Early Childhood Teachers In The Perspective Of Self-Determination Theory

The endogenous motivation for professional development of rural early childhood teachers includes professional knowledge,professional competence and professional sentiment.The endogenous motivation for professional development of rural early childhood teachers is the fundamental force for promoting teachers’ professional development.Rural schools are remote,lagging behind in development,and have poor working and living environments,making it difficult to attract teachers,and even if some teachers come to teach in rural areas,they only see teaching in rural areas as a springboard to urban schools,lacking their endogenous motivation for professional development.According to self-determination theory,internal motivation consists mainly of internal factors such as personal interests,self-perceptions and values,while external motivation consists mainly of external factors such as rewards and rewards,and endogenous motivation for professional development of rural early childhood teachers is promoted by both internal and external factors.This is why this paper focuses on both internal and external motivation,with external motivation internalised when it conforms to the individual’s internal rules,thus contributing to the individual’s psychological growth.The study began with a review of self-determination theory,followed by the design of a scale and questionnaire based on established scales and related theories.Based on a statistical analysis of 104 rural early childhood teachers’ questionnaires,the results showed that the current endogenous motivation for professional development of rural early childhood teachers is insufficient,including low levels of professional knowledge(mean = 2.6971),low levels of professional competence(mean = 2.6962)and low levels of professional affect(mean= 2.7346).The conditions under which internal motivation can be generated were analysed through self-determination theory and integrated with the influencing factors investigated,suggesting three ways to promote the internalisation of external motivation by providing individuals with an environment to meet basic psychological needs,motivating themselves to stimulate endogenous motivation,and developing personalised motivational strategies,respectively.This study concludes that the generation of endogenous motivation for the professional development of rural early childhood teachers allows rural early childhood teachers to develop a strength to rely on their own willpower for self-development when they are unmotivated and under-motivated.In addition,the combination of endogenous teacher motivation and self-determination theory is an innovative aspect of this study,the purpose of which is to focus external attention on the development of rural education,especially early childhood education.To focus on rural early childhood teachers is to focus on the quality of rural preschool education,and to narrow the gap between urban and rural areas,then we must start with rural early childhood teachers as the main force,convinced that the quality of our rural education will become better and better.