The Research Of Identity Of "the Plan To Support Rural Teachers (2015-2020)"

Rural teachers are the foundation of rural education,which is related to the fate of rural children and the future of the nation.Therefore,the rural education in China needs a team of rural teachers who are willing to devote themselves to it.At present,there are about 3 million 300 thousand rural teachers in our country,which are mainly distributed in towns central schools,villages schools and remote teaching points.The low salary,the heavy work,the poor condition,the low social status,the promotion difficulty and the overall quality needing to be improved are the overall characteristic of the rural teachers.In order to effectively promote the construction of rural teachers in underdeveloped areas of the island,narrow the gap between urban and rural teachers,improve rural teachers' wages and benefits,improve the overall quality of rural teachers,improve rural teachers supplement and exit mechanism,improve the rural teachers' social status,let every rural children receive fair and quality education,the State Council promulgated "the Plan to Support Rural Teachers(2015-2020)"(hereinafter referred to as the "Plan")in June 2015.As the target group of the "Plan",the rural teachers' recognition of the plan will undoubtedly affect the direction of policy.After the promulgation of the "Plan",more and more experts and scholars analysis the "plan",but as the target group,rural teachers' feelings and attitudes to the "plan" are less attention.This study regard the rural teachers as the research object,studying the status of the identity of the plan,which has great significance on the implementation and improvement of the plan,and the development of fair education.This study analysis rural teachers' identity to the "plan" and the main factors of influence of rural teachers' identity by empirical analysis,and put forward suggestions about improving rural teachers' identity to the "plan".Specifically,on the basis of the existing literature,referencing domestic and foreign related scale,and combined with the actual situation of our country,then the rural teachers' identity to the "plan" scale came into being.This study investigate the part of schools in Henan province and use SPSS software to analysis the effective questionnaire in statistics,and further analyze descriptive analysis and difference analysis with the data.According to the statistical analysis of survey data and the interview results,rural teachers' overall identity to the "plan" is relatively high,especially to the "plan" of specific initiatives,the objectives to be achieved and the positive effects,but the identities to propaganda and rural teachers' participation during development of the “plan” are relatively low.The difference analysis shows that rural teachers of the "plan" identity is different in gender,age and income,especially for the specific initiatives of "plan",the difference is more obvious.The local government and school propaganda not enough,the comprehensive quality of the policy executive,the participation of the rural teachers in the process of policy making and the unmet needs have affected the identity of the target group to the plan.In order to improve the recognition of rural teachers to "plan",we should strengthen the legitimacy of policy making and policy implementation to improve the comprehensive quality of personnel.We should seek the views and suggestions of rural teachers in the process of making the "plan",then improve it and fully meet the needs of rural teachers.Rural teachers best understand the situation of rural education,so adopt theirs reasonable suggestions can make the "plan" be more consistent with the actual situation;we should strengthen the propaganda of the "plan",only the rural teachers understand and knowledge the "plan",can more easily accept this policy and improve the identity of the plan,then decrease block during the execution to guarantee the smooth realization of the goal of "plan".