The Study Of Role Conlfict And Role Accommodation Of The Generation After80s Male Specially Contracted Teachers

In the year2006, the government implemented "Rural compulsory educationschool teacher AD hoc jobs plan" in some part of western China and the areas with in"The Go West campaign", this played an important role in strengthen the teacher teamconstruction in the countryside, the promote urban and rural compulsory educationbalanced development. This study took the year2006to the year2012, generation after80s male Specially Contracted Teachers on duty as interviewee, took documentarymethod and interviewing method as main investigation methods, from sociologicalperspective by using correlation theory, the generation after80s male SpeciallyContracted Teachers were analysed in job role expectation, role practical, role conflictand the role accommodations.This study come in three core parts, part one probed some role conflicts that thegeneration after80s male Specially Contracted Teachers are facing, part two probed thecause and accommodation of role conflicts in three aspects：personal factors, job factorsand interpersonal factors, part three explicated the measures of reducing role conflictsand promoting role accommodations and come to the conclusion. Specifically, the job ofthe generation after80s male Specially Contracted Teachers were expecting differentlyof the fact of "Specially Contracted Teachers" before they take the job, the generationafter80s male Specially Contracted Teachers were not so satisfied with their currentjobs as a result of being assigned to subordinate teaching schools in difficult livingconditions, moreover, the longer they work in these schools, the more role conflictswould come up. The main conflicts between role expectations of these schools and thegeneration after80s male Specially Contracted Teachers were in wage and treatment,work environment, their personal long term planning of career. Students’ parents werenot comprehend these teachers well enough, these parents’ expectations had no muchconflicts with these teachers’ role practicals, the main conflicts were in the managementof students. The main causes of role conflicts were these teachers themselves, workingpractices and interpersonal communication.In their own aspect, the factors that influencing the role accommodation were their gender, family background, parents’location, education background and work experience; the job aspect influencing werethe wage and treatment, working place and working hours; in interpersonalcommunication aspect, their partners’ attitude to their jobs, their partners’ work or homelocation, the frequency of communication between these male Specially ContractedTeachers and people doing other jobs of the same generation were important factors oftheir role accommodations.