A Study On The Motivation Problems And Countermeasures Of Rural Primary And Secondary School Teachers In The Context Of Rural Revitalization Strategy

The "rural revitalization strategy" is an important initiative to comprehensively promote the process of Chinese modernization.The development of rural education is directly related to the development of rural revitalization,and only by ensuring the high quality development of rural teachers can the process of rural revitalization be accelerated.Teachers are the most important part of rural schools and play an important role in the schools.Rural teachers play a pivotal role in the implementation of the "rural revitalization strategy".At present,the problem of rural teachers not being able to go,not being able to stay and not being able to teach is very prominent.Due to the widening gap between urban and rural areas in recent years,problems at the incentive level of rural teachers have gradually emerged.Therefore,to prioritize the development of rural teachers’ team building,build a reasonable incentive mechanism for rural teachers,and then promote the balanced development of urban-rural compulsory education,which is the most urgent task to improve the current situation of sluggish development of rural education in China.Therefore,it is of great significance to conduct a study on rural primary and secondary schools in Xiqing District of Tianjin City under the background of rural revitalization strategy,analyze the teacher motivation problem in rural primary and secondary schools by combining two-factor theory and propose corresponding countermeasures.This study is divided into six parts.The first part mainly describes the origin of the article’s selection,the purpose and value of the study,a review of domestic and international literature,and the content and methods of the study.The second part first defines the core concepts,then explores the emergence and connotation of two-factor theory,and finally considers the interrelationship between rural revitalization strategy and rural primary and secondary school teachers’ motivation.The third part is the current situation survey design,which firstly outlines the basic situation of rural primary and secondary school teachers in Xiqing District,Tianjin,and then analyzes the current situation of rural primary and secondary school teachers’ motivation by distributing questionnaires and obtaining interview results.The fourth part is to reveal the seven levels of teacher motivation in rural primary and secondary schools by using two-factor theory,namely,teachers’ salary satisfaction is not high and welfare treatment fails to achieve motivation effect;teachers’ working conditions are difficult and working environment is poor;parents’ recognition is low to reduce rural teachers’ passion for teaching;teachers’ title promotion is unfair and assessment system and training methods are weak;rural teachers’ active participation in scientific research awareness is poor;work achievement and recognition rewards are insufficient and rural teachers’ motivation is not good.Insufficient achievements and recognition awards,and vague criteria for selecting rural teachers’ honors.The main reasons for these problems are inadequate implementation of incentive policies;insufficient investment in education and inadequate welfare guarantee system;slack school management and imbalance in the main body of teacher evaluation;inadequate training system for rural teachers and weak awareness of self-development;weak willingness of rural teachers to stay in rural areas;and low social recognition of rural teachers’ careers.The fifth part is the effective countermeasures proposed for rural primary and secondary school teachers’ motivation in the context of rural revitalization strategy,mainly including: optimizing rural teachers’ welfare protection system and improving rural teachers’ salary;improving rural schools’ schooling conditions and promoting school environment;creating a social atmosphere of respecting teachers and improving rural teachers’ professional recognition;updating school management concepts and improving teachers’ opportunities to participate in school management;and To strengthen rural teachers’ career guidance and build a multi-level teacher development model;to establish a rural teacher training mechanism and improve the long-term effectiveness of rural teachers’ incentives;to improve the rural teachers’ evaluation system and establish a transparent evaluation mechanism;to conduct school-based teaching and research and enhance rural teachers’ awareness of independent development;and to establish a scientific rural teachers’ honor system and improve the selection mechanism.The sixth part is the conclusion,which summarizes and reflects on the whole study and provides an outlook for the subsequent research.