Present Situation Of Professional Affection Of Rural Junior High School Teachers Research On Countermeasures

In the context of rural revitalization,rural education has gradually attracted public attention,and the quality level of rural education is the focus of people’s attention,and the quality of rural education is closely related to the teaching quality of rural teachers.However,at present,the quality of rural education is not good,and the mobility of rural teachers is extremely high,especially rural junior high school teachers,there are not many teachers who can really take root in the countryside for a long time,and the teaching quality and enthusiasm of rural junior high school teachers are not high.Teachers’ professional affection is the driving force of teachers’ professional development,and it is also the key internal factor affecting the quality of teachers’ teaching.Therefore,analyzing the current situation of teachers’ professional affection in rural junior high schools and exploring the influencing factors of teachers’ professional affection are the top priorities of this study.This study takes 535 rural junior high school teachers in Z City as the research object,and conducts a questionnaire survey on the current situation of their professional affection.SPSS26.0 software is used to analyze the recovered relevant data and find out the influencing factors of the professional affection of rural junior high school teachers.After that,10first-line rural junior high school teachers are interviewed to verify the results of the questionnaire.In order to improve the quality of rural basic education,the author tries to put forward the ways to improve the professional affection of rural junior high school teachers in a more comprehensive way.The results are as follows:1.The professional affection of teachers in rural junior high schools in Z City is generally at a good level,and the development of each dimension is also better,relatively speaking,the dimension of professional self was worse than other dimensions,which is related to the high pressure of teachers’ work and more non-teaching affairs.2.The eight aspects of gender,teaching years,educational background,marital status,professional title,whether they are teachers major,whether ‘learning and teaching’ are consistent,and whether they concurrently hold management positions are all influencing factors that have significant differences in professional affection as a whole and in each dimension.3.The influencing factors of rural junior high school teachers’ professional affection include teachers’ lack of self-development awareness,weak teaching willingness,and impure employment motivation;School dogmatic management and arrangement of excessive non-teaching affairs;Parents do not have the right educational concept and do not cooperate with the teaching work;The government training content is broad,the salary level is too low,and the professional title evaluation system is not perfect;Social respect for teachers and education atmosphere is weak.Based on the above results,this paper proposes countermeasures and suggestions to improve the professional affection of rural junior high school teachers from the aspects of teachers’ promotion of their professional growth,schools’ optimization of teacher management mechanism,parents’ participation in education and teaching,and government and society’s strengthening of macro-control of education.