The Research On The Occupational Mobility Willingness Of Teachers In Rural Primary-Middle School And Its Impact Factors

Based on the social mobility theory, social stratification theory, Maslow's hierarchy of needs theory and the related documents, through the use of questionnaire and structured interviews, this thesis describes the current occupational mobility of rural primary and secondary teachers and discusses related factors through the analysis of the collected data from the investigation into some teachers in FeiCheng city, ShanDong province by the quantitative research-based method and qualitative research method. And the research background is the implementation of new mechanism to ensure funding for compulsory education.Hence the conclusion as follows:At first, the teachers of primary and secondary school in rural areas is unstable currently,and most of teachers have relatively strong willingness of occupational mobility.and,compared with the change of industry,more of them prefer to change a school.In other words,They are more willing to flow within the educational system.At the same time, "part-time" as a "hidden loss", the harm should not be underestimated.Second, the tendency of the occupational mobility of teachers in rural primary and secondary school is still irrational.,through the situation of their willingness of occupational mobility. Specifically,the direction of the mobility they tend to is that within a certain range of upward. While,view from the ways of mobility,they are more likely to the choose the informal way called "Organization to deploy".Yet,the occupational mobility of young backbone teachers will make the prospect of irural school teachers even more strongly.Third,the willingness of teachers job mobility is caused by various of factors,which as their personal, family, work environment, and social interaction,and soon. Specifically,the individual factors include gender, age, education level, marital status, income level,ect;the family factors include the family members such as spouses, children, parents, and family income levels,ect;Work environment factors include the hard environment as the location and type of school,and the soft environment,such as interpersonal relationships, work experience, workload, promotion opportunities, training opportunities and management practices, ect;While,the social factors include teacher professional identity, the income gap,ect;In addition, Education Policy,like the new mechanism for compulsory education funding and implementation will also significantly effect the occupational mobility willingness of teachers.Finally,the implementation of series of new policy of compulsory education including the new mechanism to ensure funding for compulsory education and performance pay reform weaken the occupational mobility willingness of teachers to some extent,In particular the teachers' willingness of industry mobility,which has the positive impact on the stability of teachers.However, whether can it play the role in future, achieve the objectives that balance the development of compulsory education, then,depends on the further implementation of the policy.