Role Conflicts Of Rural Teachers And Solution

In the rampancy of urbanization development,accompanied by “Canceling teaching points and merging primary school” and “Words-up-moving”,rural schools have experienced a process from “Embedded in rural society” to “Unembedded in rural society”,After “Unembedded in rural society”,rural schools gradually lost the moisture of local culture,and built an invisible “wall” between them and the rural society,becoming an “island” separated from the rural society.Rural education,which lost its cultural background and spiritual foundation,declined in the wave of urbanization.As a special group in rural society,rural teachers are endowed with new roles in the changing times.Under the construction of knowledge system of urban system,the educational concept and content of education away from the countryside constantly conflict with the reality of rural education.When multiple roles from different fields are expected to make demands to rural teachers at the same time,the cruel reality and the difficult role expectation make rural teachers fall into an awkward situation and induce role conflict.This study focuses on a case study of a rural primary school(G Primary School)in Jiaodong Area,by going deep into rural schools to experience the real situation of rural education,tries to sort out the performance of role conflicts of rural teachers in G Primary School from the perspectives of social role and professional role through interviews with rural teachers and communication in daily life,dig out the root cause of the conflict through the performance of rural teachers’ role conflict,and try to put forward countermeasures to resolve rural teachers’ role conflict on this basis.Through the investigation,it is found that the role conflicts of rural teachers in G Primary School are mainly manifested in social role conflicts and professional role conflicts.In the aspect of social role conflict,it is mainly manifested as the conflict between “insiders” and “marginal people”,“rural people” and “city people”,“life people”and “professional people”,“good teachers” and “bad teachers”,and “educators” and“guardians”.In the aspect of professional role conflict,it is mainly manifested as the conflict between “professor” and “learner”,“teacher” and “administrator”,“homilist” and“professional”,and “knowledge transmitter” and “culture builder”.The root causes of the role conflicts of rural teachers can be analyzed from two dimensions: external and internal reasons.The external reasons are mainly reflected in“urban and rural regional differences”,“Social change and context change”,“teachers’ helplessness under the halo”,“city-oriented knowledge system construction”,“stigmatized identity label” and “rural families shirk the responsibility of education”.The internal reasons are reflected in rural teachers’ “weak consciousness of professional development” and “lack of local feelings”.This paper starts from the root of the role conflict of rural teachers and puts forward some countermeasures to resolve the conflict: To improve rural teacher support policies and improve the professional development mechanism,balance the allocation of school resources and reduce the workload of teachers,strengthen teachers’ role identification and cultivate rural education feelings,foster confidence in rural culture and lay a solid foundation for rural education.This paper tries to resolve the role conflict of rural teachers and reconstruct the role identity of rural teachers.