The Empirical Research Of Rural Middle School Teachers’ Professional Quality Construction

This study investigate the teachers’ professional quality structure of four rural middleschool in Zhaoyuan with a literature review summarizes the relevant theory and research.Analysis and summarizes the present countryside middle school teachers’ professional quality.Analyze the existing problems, Put forward some specific and feasible practical advice, to thefavor of construction of rural middle school teachers in China.Research results show that in the dimension of teaching and research have or not have theposition marked difference. Different gender has significant differences in achievementmotivation dimensions. Teaches grade, whether published publications in motivating studentsdimensions have significant differences. In teaching of rural middle school teachers the mosthope of they is get related education policy support. Second is the system guarantee of theschool and peer exchange; when writing papers the biggest difficulty is the lack of educationliterature. The next is not complete data, lack of writing methods. Language expressionability is limited; the most incentive the enthusiasm of the rural high school teachers isleadership support, professional identity, emotion motivation. Current rural middle schoolteachers’ training program is mainly school-based training, the interactive cooperation study.From the results of the survey we can see: The rural middle school teachers’ professionalqualities of rural teachers can mainly meet the requirements. But there are still many problems,these problems on construction of rural middle school teachers in China and theimplementation of compulsory education has a profound impact, should cause our attention.Take really feasible measures to improve the rural middle school teachers’ professionalquality and ability is imperative.