Investigation And Research On Occupational Well-being Of Physical Education Teachers In Rural Primary And Secondary Schools In Hunan Province

The occupational well-being of physical education teachers in rural primary and secondary schools is an important factor affecting the stability of rural physical education teachers and the development of physical education in rural schools.Therefore,the research and discussion on the occupational well-being of physical education teachers in rural primary and secondary schools has important theoretical and practical significance.In order to improve the professional well-being of physical education teachers in rural primary and secondary schools in my country and promote the development of physical education in rural schools,this study adopted a combination of random sampling and stratified sampling,and selected 350 physical education teachers in rural primary and secondary schools as the survey objects.Using the method of literature,questionnaire survey,structured interview,mathematical statistics and other research methods,the relevant research and discussion on the occupational well-being of rural physical education teachers are carried out,and the following results and conclusions are drawn:(1)The professional well-being of physical education teachers is the state in which physical education teachers meet their internal and external needs in the work of physical education and teaching,and its essence lies in the realization of self-worth.According to the source of physical education teachers’ occupational well-being,physical education teachers’ occupational well-being can be divided into five components: material basis,security,professional identity,social status,and self-worth.Although the professional happiness of physical education teachers is restricted by many factors,it is the inevitable result of the professional development of physical education teachers.At the same time,it should be noted that the threshold of rural physical education teachers’ professional well-being is not static,but constantly improved and developed.(2)Through the survey on the occupational well-being of rural physical education teachers,it is found that: overall,there are 35 rural physical education teachers with very low occupational well-being,accounting for 12.50%;104 people with low occupational well-being,accounting for 37.14%;There are 35 people who are very high,accounting for12.5%;81 people who are relatively high,accounting for 28.93%;25 people who are very high,accounting for 8.93%.In terms of demographic differences,women are significantly higher than men in terms of gender;age 30 and below is higher than 50 years old,higher than31-40 years old,higher than 41-50 years old;married is significantly higher than unmarried;and above are significantly the lowest;senior teachers are higher than first-level teachers,higher than second-level teachers,higher than third-level teachers and below;salary is more than 5,000 yuan,more than 4,001-5,000 yuan,more than 3,001-4,000 yuan and more than3,000 yuan.From the above results,it can be seen that the current rural physical education teachers’ occupational well-being has problems and symptoms such as the overall low occupational well-being,the lack of material basic guarantees,the lack of self-value realization,and the large demographic differences in occupational well-being.(3)The factors affecting the professional well-being of physical education teachers in rural primary and secondary schools mainly include four levels: government level,social level,school level,and individual.Among them,the government level mainly includes the imperfect protection system for the rights and interests of rural physical education teachers,the drawbacks of the existing incentive mechanism for rural physical education teachers,the imperfect training mechanism for rural physical education teachers,and the insufficient investment of education departments in rural areas;The understanding and support of teachers,the low status of rural physical education teachers in social life,the lack of social recognition of rural physical education teachers,and the lack of in-depth exchanges between rural schools and urban schools;The lack of opportunities for teachers’ professional development,the unreasonable evaluation mechanism of some rural schools,and the urgent need to improve the rural PE teaching environment;at the individual level,there are mainly the lack of motivation for the professional development of rural PE teachers,poor scientific research conditions,which lead to weak scientific research awareness of rural PE teachers and so on.(4)The strategies for improving the professional well-being of physical education teachers in rural areas are mainly put forward from the government level,the social level,the school level and the individual level.Among them,the government level includes strengthening the policy guidance of rural physical education teachers’ professional well-being,strengthening investment and support for rural school physical education,and establishing a professional development mechanism for rural physical education teachers;the social level includes enhancing the public’s understanding and support for rural physical education teachers.,enhance the social recognition of the profession of rural physical education teachers,and improve the professional conditions of rural physical education teachers;the school level includes strengthening the humanistic care for rural physical education teachers,enhancing the sense of self-realization of rural physical education teachers,and establishing a scientific and reasonable evaluation mechanism and system;The personal level includes the endogenous motivation to stimulate the professional well-being of rural physical education teachers,continuously improve the professional development level of rural physical education teachers,and cultivate the professional resilience of rural physical education teachers.