The Investigation And Study Of Living Conditions Of The Special-Post Teachers

The plan of special positions for teachers has got remarkable results since it has been carried out, and it is no doubt that create employment opportunities for college graduates and enhance the contribution of the quality of rural education. Meanwhile, it has also showed the Special-post teachers, a special group in the world. As the principal part of the plan, their working time is only three years, but plays an immeasurable role in the effects. Most of them works in difficult conditions in remote rural areas, and contribute their power to the development of basic education in rural areas, but just got little attention from the society. Therefore, it is extremely necessary to describe their living conditions and analyze the problems in the implementation process of the plan, undoubtedly has a strong practical significance.In order to describe the true living conditions of the Special-post teachers, selected from F city three counties in Anhui province nearly200middle and primary school of the Special-post teachers as the research object, the questionnaire investigation as the main research methods, supplemented by interview method and case study method. Examines the basic living conditions of the Special-post teachers from four dimensions of everyday life, teaching and school management, professional development, and selection of future.Combined with the preliminary results of the survey, living conditions of the Special-post teachers generally has the following four characteristics:First, Distress of material environment.73.48%of respondents dissatisfied with the current wages,79.56%of the special post teachers considered five insurance payments and other benefits are not guaranteed. In addition, there are still poor housing environment and social status is not high. Second, heavy teaching work and school management with lack of humanity caring. Taught by non-learned, and the heavy burden of teaching are two main reasons of the Special-post teachers’ working pressure. And schools did not take them seriously, caused their enthusiasm to participate in the school daily management work was not high. Third, the conflicting professional development status. The urgent need to get the training but not satisfied with the current training status, this contradiction has led them passive resistance in teacher training, but looked for their own professional development road. Last, they lost in the future options. Only46.41%of them said after a period of three years, will stay in situ, most of the Special-post teachers thought their satisfaction of overall life is low, and the choice of future is not clear.The author discussed the reasons for the above phenomenon, mainly:First, the "non-permanent" of policy makers, was the root cause of the condition; Second, the utilitarian sexual behavior-oriented of the impl em enters, directly affected teachers’ sense of identity and belonging, as well as subsequent career choices; Third, teachers’ main general mentality of "looking", also discounted the effect of the implementation, In order to promote the further improvement of the Special-post teachers’ living conditions, and based on the four aspects of the current situation and problems, put forward the following Suggestions:First of all, create a relaxed environment of material life to the Special-post teachers. Second, strengthen the humanistic care, build a relaxed working environment to them. Third, as an opportunity to external conditions, guide the Special-post teachers to develop their professional skills. Finally, combine the internal and external conditions to create a stable Special-post teachers team.