A Study On The Flow Of Rural Primary And Secondary School Teachers—Based On The Perspective Of Social Capital Theory

A century-long plan,education-based,education plan,teacher-oriented.Rural education is an important part of China's basic education,and it affects the development of the country's education and society.As the cornerstone of the development of rural education,rural teachers have a direct impact on the construction of teachers in rural schools and the improvement of education and teaching quality in rural schools.Reasonable teacher flow can effectively promote the allocation of teachers,and it can also promote the balanced development of compulsory education in urban and rural areas to some extent.However,primary and secondary school teachers in rural areas in China present a one-way flow to the city.This study takes the social capital theory as the analytical framework,and takes the teachers of five primary and middle schools in T counties of Gansu Province as the research subjects,through the methods of literature,data collection,questionnaires,and interviews,etc.To investigate the current status,characteristics,and impact of rural primary and middle school teachers.The reasons for the flow and loss of rural teachers are analyzed from the three dimensions of trust,institutional norms,and professional development networks that constitute the theory of social capital,and strategies for stabilizing rural primary and middle school teachers are proposed from these three dimensions.The study found that there is a crisis of interpersonal trust between rural primary and secondary school teachers and leaders,parents and villagers.In terms of system trust,rural teachers are not satisfied with the internal development potential and external development environment of rural schools.In terms of formal institutional norms,differential urban and rural education investment policy and school management system make rural teachers at a disadvantage.Informal constraint norms,social status and prestige,mass media and public opinion bring physical and psychological pressure to rural teachers.Professional development network,Fewer learning and training opportunities,unimpeded communication and cooperation channels,and single school-based teaching and research activity have closed thenetwork of professional development of rural teachers.Therefore,it is possible to stabilize the faculty of rural schools by constructing multi-dimensional mutual trust systems,improving institutional norms,and establishing an open professional development network.So as to promote the balanced development of compulsory education in urban and rural areas.