An Empirical Study On The Suburban Primary School Teachers’ Living Conditions

In recent years, as our country has put forward the policy which claims the balanced development of elementary education. The policy is favorable to the development of rural schools. The rural school buildings and teaching environment changed greatly. However, the suburban primary schools didn’t benefit so much from this policy. With the rapid development of urbanization, a large number of migrant workers surged into the big cites.Most of them live in the suburban areas, where the rent is cheap, the living condition is terrible. Our country guarantees nearby enrollment to those eligible migrant children who have temporary residence permits, transfer certificate and other qualifications. So migrant workers bring many students to suburban schools. These children’ s education background are complicated. They don’t have good family education environment, which makes it difficult for the suburban primary school teachers to teach them well. In order to promote elementary education in the schools in suburban areas, the author focuses on the daily working life of primary school teachers and intends to improve these teacher’s living conditions.In this study, the author adopted observation and interview as the main tracking method and questionnaire investigation as a helping tool to study the living conditions of the teachers in suburban schools. The research objects of this study were primary school teachers from suburban schools in Qindu District, Xian yang City. The author gave out 324 questionnaires to find out the current situation of teachers in suburban schools.and received301 valid ones. Through the observation of all the teachers among 1 suburban schools and the in-depth interview of more than 10 teachers, the author intended to enter into their inner world and get a whole picture of these teachers’ daily work and lives.The author found that: low wages, poor working environment and monotonous life styles were objective factors which affected the living conditions of these suburban primary school teachers. Secondly, in the aspect of subjective conditions, there were three perspectives to analyze. From the perspective of pedagogy, teachers in suburban schools didn’t have modern teaching beliefs, their professional skills and abilities developed slowly.From the perspective of psychology, teachers in suburban primary schools bore highpressure from various ways. They were dissatisfied with their present lives. What they wanted to improve first was their wage, and they were eager for respect from others. From the perspective of sociology, these teachers had harmonious relationships with their colleagues and got good support from family members, but they suffered low career recognition and tense relationship with the parents of their students.Finally, the author put forward suggestions from the objective and subjective aspects to make the current living conditions of teachers in suburban schools better and better. On one hand, it’s necessary to raise teachers’ wages, improve the infrastructure of primary schools in suburban areas and enrich their lives. On the other hand, the teachers in suburban schools should improve their professional development and hold modern education beliefs to promote their comprehensive teaching abilities. At the same time, it’s important to release their workloads, let these teachers adjust their mood positively, and create a respectable environment which can provide effective communication. In the end, these teachers should learn psychology about children. They should love students and understand their parents.They should be good at management and communication to deal with students and their parents properly. By changing their relationship with children, teachers can improve the education quality in suburban primary schools and earn a good reputation in the end.