Research On The Problems Of Occupational Adaptation Of Beginning Teachers In Newly-Built Primary School

With the continuous development of urbanization in our country and the increasing number of migrant children,the integration of education resources and the high-quality and balanced development of compulsory education in China are facing greater challenges.In order to meet the enrollment needs of students,a large number of new compulsory education schools have emerged in cities.The ability of newly-built schools to retain a group of initial teacher base is the fundamental guarantee and inevitable requirement for the sustainable development of newly-built schools.Every year,a large number of new teachers join the teaching team.Being able to quickly overcome the confusion and confusion in the career adaptation stage is of great significance for promoting the healthy development of their career and the flourishing development of China’s education industry,especially for the development of newly-built primary schools.Compared to mature primary schools,the issue of teachers’ professional adaptation in newly-built primary schools is more prominent and unique.The improvement of the professional adaptation status of newly-built primary school teachers is related to the healthy development of the school and other aspects.Compared to the stable development prospects of mature schools,conducting research on this is more profound and unique.This study sorts out relevant research results both domestically and internationally,and adapts the occupational adaptation questionnaire for newly-built primary school beginning teachers that is suitable for this study.It clarifies the occupational adaptation status of newly-built primary school beginning teachers,and develops corresponding interview outlines to deeply explore and analyze the existing problems and their causes.Firstly,this study conducted a statistical analysis of the current situation of occupational adaptation among newly-built primary school teachers.It was found that the average overall score of occupational adaptation was 3.985 points,indicating that the overall situation of occupational adaptation among newly-built primary school teachers was average,indicating that there were still many problems to be solved.Among them,the average score of occupational skill adaptation was the highest,but it was only slightly higher than the average score of the overall situation,The average scores of occupational psychological adaptation and interpersonal relationship adaptation are the lowest.And in the differences of overall occupational adaptation under different demography variables,there are significant differences in the types of majors and the nature of newly-built primary schools.Secondly,through in-depth interviews with newly-built primary school teachers,this study found that they all have specific occupational adaptation problems in four dimensions: occupational psychological adaptation,occupational skill adaptation,interpersonal relationship adaptation,and work environment adaptation.The existing problems were summarized,and based on this,the reasons behind the problems were explored and analyzed at the individual level,newly-built primary school level,and other relevant subjects,And analyze how the reasons have had an impact.Finally,after conducting a thorough analysis of the reasons for the occupational adaptation problems of newly-built primary school beginning teachers,this study proposes strategies for improving the occupational adaptation of newly-built primary school beginning teachers at several levels,including themselves,newly-built primary schools,and society.The construction of the teaching staff in newly-built schools has gradually become a practical issue.Studying the occupational adaptation of newly-built primary school teachers is of great significance for the career growth of newly-built primary school teachers and the development of newly-built primary school construction.