A Research On Teachers’ Living Conditions In Tibetan Remote Counties

In China, early 21 st century is not only a critical period of implementing "national rejuvenation through science and education" strategy and building a well-off society but also an important period of implementing the Western development strategy and deepening educational reform and development. In the course of implementing "Tibetan rejuvenation through science and education" strategy and promoting all-round progress of economy and society in Tibet, education is responsible for personnel training, knowledge and technological innovation. The key point of economic development and social progress is building a number of high-level, highly qualified teaching staff and management team. Tibetan education belongs to national education which is an important part of our education. Both Tibet’s stability and the leap-forward development of Tibet depend on education. At the same time the construction of Tibetan harmonious society also depends on education. So the healthy development of national education in Tibet is of great significance.On the basis of previous studies, this study based on Changdu area in LWQ region, the analysis comprehensively systematically is from material life status, career life status and physical and mental health status. The aim of this study is to break the previous research mostly stayin the study of theory thought and emotional appeal of style, and we will build realistic data, a systematic real data, and the status survey and study present on the real living conditions of teachers. And then, we can come up with Some proposals in order to suit remote county teachers’ living conditions in Tibet.My research involves various method of investigation such as documentary method, questionnaire survey method, interview method and so on. At the same time, the study is a systematical investigation on living condition of teachers of remote region of Tibet and the factors of causing this problem. Finally, we put forward plenty of strategies to improve teachers’ living conditions. This paper is divided into four parts.Part One: introduction. This part introduces the background and source of the topic, the purpose and meaning of this research, the domestic research status and the trend, and the definition of related concept.Part Two: analysis. This part analyzes the survival status of Tibet remote county teachers through questionnaire and interview. The analysis is mainly from material life status, career life status and physical and mental health status.Part Three: reason. This part describes several reasons on the basis of the second part. The reasons are following: government policy overhead, not enough attention for education and teacher, lack of overallinvestment, as well as the teachers’ weak sense of life, self-regulation,self-management, and self-development.Part Four: suggestion. This part puts forward practical proposals mainly corresponding to the third part. We look forward to solving the remote county teachers’ living conditions in Tibet as soon as possible.