A Study On The Willingness Of Guangdong Province's Publicly Funded Targeted Normal School Students To Fulfill Their Teaching Contract

In order to further optimize the allocation of teacher resources between regions and urban and rural areas,Guangdong Province launched a pilot program for publicly funded teacher training students in eastern and northwestern Guangdong in 2018,aiming to send high-quality teachers to less developed regions in eastern,western,and northern Guangdong and improve the overall quality of the teaching force.The willingness of publicly funded teacher trainees to teach in the agreed employment areas directly affects the implementation of the publicly funded targeted training policy;however,preliminary interviews revealed that some publicly funded teacher trainees are not willing to teach in compliance.This paper explores the factors that affect the willingness of publicly funded teacher candidates to teach in the agreed employment areas,reveals the reasons why publicly funded teacher candidates are not willing to teach in the agreed employment areas,and suggests ways to improve the willingness of publicly funded teacher candidates to teach.Based on the literature study and preliminary communication with the publicly funded teacher candidates,this paper collects relevant data through questionnaires and interviews to provide an empirical basis for improving the willingness of publicly funded teacher candidates to teach.This study collected 171 valid questionnaires and conducted interviews with 15 publicly funded teacher training students,and a total of 80,000 words were compiled after the interviews.The study investigated the policy perceptions,motivation,and willingness to teach of the publicly funded oriented teacher training students at the time of admission and application.The results of the survey showed that: the " willingness to teach in the agreed area for at least six years" of the publicly funded directed teacher training students was lower than the "willingness to teach",and nearly 30% of publicly funded directed teacher training students were not willing to perform teaching in the agreed area for at least six years;the willingness to teach of publicly funded directed teacher trainees of different grades,different places of origin,and different enrollment motives showed significant differences.Factors such as love,the training of publicly funded teacher trainees by colleges and universities,salary,the convenience of living conditions in teaching areas,and the stereotype of rural teachers all have an impact on the willingness of publicly funded teacher trainees to teach.In addition,the reasons why some publicly funded directed teacher defaulted after working for a period of time after graduation also deserve attention,including the inconsistency between the educational philosophy of publicly funded teacher trainees and the teaching sites,personal incompatibility with the interpersonal relationships at the teaching sites,and the imperfect management model at the teaching sites that aggravates the teachers’ burden.Based on the findings,this study suggests that the government,commissioned universities,and rural schools should take effective measures.The government should fully publicize the policy,innovate the enrollment system of publicly funded teacher trainees,formulate relevant policies to motivate publicly funded teacher trainees to teach,and build a three-in-one cooperative training system;the commissioned universities should strengthen the "rural education sentiment" of publicly funded teacher trainees,highlight the "localization" of publicly funded teacher trainees’ training,and strengthen locally oriented educational practice activities;rural schools should take the initiative to update their educational philosophy,help publicly funded teacher trainees to do a good job of Rural schools should take the initiative to update their educational philosophy,help publicly funded teacher trainees to adapt to the work,and optimize the internal management system of schools.