A Study On The Problem Of Teachers’ Professional Development In Rural Areas From The Perspective Of The Institution

Rural education is not only the foundation of the rural regional development, but also is an important symbol. The teachers are the first resource of the education. One of the key approaches to develop the rural education is to seek for an effective way to promote the rural teachers’ professional development. This thesis studies the topic of "A Study on the Problem of Teachers’ Professional Development in Rural Areas from the Perspective of the Institution". It put the rural teachers in Dingyuan County as the respondents, and based on the theory of teachers’ professional development at home and abroad as the main theoretical basis of this research. On the basis of this, the writer uses the system theory for the systematic research on the problems of rural teachers’ professional development. This study is divided into five parts:Chapter 1 is the literature review. Using the method of literature research, grasp the research status at home and abroad of the theory of teachers’ professional development and study on the education problems from the perspective of the institution. On the basis of this, the writer give a definition of system, mechanism, rural teachers, professional development of teachers, professional development of teachers in rural areas. It provides theoretical support for the research.Chapter 2 is introduction. This thesis expounds the reason of the study, the application of theory, the definition of research category and the research plan.Chapter 3 is elaborated and analyzed the status quo of rural teachers’ professional development of Dingyuan County. The first part is elaborated the education situation in Dingyuan County. The second part are summarized the respondents’ gender, class, educational background, teachers title, teaching age, teaching hours of one week, remuneration and other conditions. The third part is elaborated and analyzed the survey of the respondents’ professional development.Chapter 4 is analyzed from the difficulties and problems on the teachers’ professional development in rural areas from the perspective of the institution. First of all, from the perspective of institutional logic, it is pointed out that due to the current rural school management system has leaded to the enthusiasm of rural teachers’ professional development is not high. Secondly, from the perspective of institutional environment, it is pointed out that the institutional environment of examination oriented education has leaded to the rural teachers’ professional development for instant success, a mere formality. Once again, from the perspective of system operation, it is pointed out that due to the system of rural teachers’ professional development mode of imitation leads to teachers’professional development convergence phenomenon is serious. Finally, from the perspective of institutional incentives, it is pointed out that due to security systems deviation of rural teacher’s professional development resulted in teachers’ professional development lack of sustained motivation.Chapter 5 is put forward the strategies to promote the rural teachers’ professional development from the perspective of system construction. The first part is the construction of cultural mechanism, namely to constructed the culture atmosphere of rural teachers’ professional development from the aspect of institutional environment. This part mainly discusses the construction of cooperative teacher culture, the construction of learning organization, and the construction of institutional school culture. The second part is the construction of decision-making mechanism, namely constructing "legitimacy", to improve the rural teachers’ professional development of decision-making mechanism. This part are mainly discussed the connotation of educational decision-making mechanism, the decision-making mechanism of rural teachers’ professional development, good decision-making environment, and the decision-making body of the rural teachers. The third part is the construction of operation mechanism, namely to improve the operation mechanism of rural teachers’ professional development from the aspect of institutional innovation. This part mainly discusses the connotation of the operation mechanism and the operation mechanism of the teachers’professional development, the comprehensive model of rural teachers’ professional development, and the operation mechanism of rural teachers’ professional development. The fourth part is the construction of incentive mechanism, namely to improve the incentive mechanism of rural teachers’ professional development from the aspect of institutional motivation. This part mainly discusses the connotation of incentive mechanism, the security system of teachers’professional development, and the incentive mechanism of rural teachers’ professional development.