On The Present Situation Investigation Of Rural Primary School Teachers’ Motivation To Participate In Gather-training

According to the characteristics of adult learning, individualized approach to training is an effective way to improve the quality of training. The previous research shows that the training effect is closely related with the participation motivation, which is the driving force to promote teachers’ active participation in training. Participation motivation intensity directly affects the training behavior and results. This paper takes the Rural Primary School Teachers in Suixi County Anhui province as the research object. After investigation by questionnaire and interview, the result shows the following common problems that the teachers face—the intrinsic motivation is weaker, the achievement motivations on profession is unstable, cognitive interest motivation is lower, and communication motivation presents weakening trend. Motivation of participating in training is influenced by a series of factors. Improper evaluating and examining system weakens the teachers’ extrinsic participation motivation, training organization and management, site facility conditions couldn’t satisfy the teachers’ diversified demands, and the teachers’ communication motivation to training did not receive adequate attention. Based on the conclusion analysis and in light of specific conditions, the thesis makes suggestions to stimulate rural primary school teachers’ motivation to participate in training:1. Enhance policy guidance and training management, improve infrastructure, and refine the faculty teaching to strengthen the teacher’s extrinsic motivation. 2. Along the orientation of professional development, promote the teachers’ intrinsic motivation to training.3. Design the training patterns and contents properly with the aim to improve the teachers’ learning enthusiasm. 4. Optimize the evaluation mode and appraisal methods in order to promote the transformation of extrinsic motivation into the stable intrinsic one. 5. Different training programs should be designed for different teacher groups for the purpose of meeting the teachers’ different needs.