Qualitative Research On The Mechanism Of Rural Teachers’ Resilience

How to make rural teachers "get down,stay,and teach well" has always been a hot topic in educational research.Previous studies focused on the external orientation of "eliminating teachers’ problems",but little on teachers’ positive forces.Therefore,this study aims to study rural teachers’ resilience,and guide rural teachers to give full play to supportive factors to overcome destructive factors to cope with difficult challenges,so that teachers’ resilience becomes a possible way to enhance rural teachers’ professional development vitality and promote rural teachers’ high-quality development.Teachers’ resilience is complex and closely related to teachers’ work situation,so this study adopts qualitative research methods to show the complexity of teachers’ resilience.This study takes rural junior middle school teachers as the research object,and forms a localized mechanism of rural teachers’ resilience on the basis of Campfer’s model of interaction between individual and environment.The specific research questions include:(1)What is the actual state of rural teachers’ resilience?(2)What are the underlying reasons behind the resilience of rural teachers?(3)What are the main factors influencing the formation and development of rural teachers’ resilience and how?According to the different supportive resources held by teachers and the degree of resource interaction,the resilience of rural teachers is divided into three types:warrior,adaptor,and survivor,based on the different supportive resources held by teachers and the degree of resource interaction.Among them,the warrior were able to assign positive meaning to difficulties;the adaptor tended to adapt to difficulties by regulating themselves rather than finding ways to overcome them;and the survivor often reach a new balance at the expense of some motivation and beliefs when they encounter difficulties,showing negative and depressed internal friction or like a Buddhist.The starting point of rural teachers’ resilience comes from the difficult challenges in education,teaching,interpersonal relationship and organizational environment.Among them,student management,home-school communication,daily work arrangement and school organizational atmosphere are the four main challenges that cause the changes in rural teachers’ resilience.In the process of coping with challenges,the resilience of rural teachers will be affected by both individual resources and environmental resources,and each resource contains supporting factors and destructive factors.As far as teachers’ personal characteristics are concerned,personality characteristics,emotional motivation,professional ability and social ability are the main factors affecting teachers’ resilience.As far as teachers’ environmental resources are concerned,teacher-student relationship,colleague relationship,home-school relationship and social environment are the main influencing factors of rural teachers’ resilience.When teachers face difficulties and challenges,first of all,teachers’ individual resources often show consistency: positive or negative,while supportive factors and destructive factors in teachers’ environmental resources will interact;Secondly,the supporting factors or destructive factors of teachers’ individual resources will directly interact with the environmental resources after the action.In the process of interaction between individuals and the environment,teachers can improve their environment by using their supporting resources,such as selective perception,cognitive reconstruction and active response.Therefore,the more rural teachers interact with supportive resources in the environment,the more effective they can solve problems and the higher their resilience level.When rural teachers interact with supportive resources in the environment less,the more difficult it is to solve problems and the lower their resilience level.Finally,the resilience of rural teachers shows the characteristics of process,diversity,inter-generational differences and situational.In order to better promote the quality retention of rural teachers,Based on the mechanism of generation,this study puts forward the following three ways to improve the resilience of rural teachers: first,to alleviate the work pressure of rural teachers;The second is to activate rural teachers’ subjective consciousness and develop internal resources;The third is to tap the external resources in the working environment of rural teachers.