Research On The Problems Of Teachers’ Culture In Low-Performing Schools

In the past ten years,the balanced development of education has always been the focus of scholars,and narrowing the educational gap between urban and rural areas,regions and schools is a top priority.There are widespread schools from urban to rural areas,and the differences in the performance of the cities are greater.The difference between rural and urban development is greater.It is an indisputable fact that low-performing schools are the products of the unbalanced development of basic education in China.Improving weak schools is one of the policy orientations for promoting balanced development of education in China.Due to the strong support of the state finance for low-performing schools,the basic hardware conditions of low-performing schools have reached the standard,but the quality of teaching,social reputation,and comprehensive benefits are poor.The reason is that the vitality of the current resources is not activated.The root cause lies in the lack of integration of advanced school culture.Scholars believe that organizational culture plays an important role in the development of the organization,and it is possible to plan and manage consciously organizational culture.Teacher culture is the core of the school’s organizational culture and plays a decisive role in the development of the school.As a product of the uneven development of education,low-performing schools need to rely on the long-term struggle of teachers in the front line of education.Only by creating a harmonious,advancing,collaborative and innovative teacher culture can we fundamentally improve the status quo of low-performing schools and promote the development of schools.At present,the study of teacher culture mainly selects schools in the city and surrounding areas as samples and few scholars study schools in townships.Especially for low-performing schools,there is less research on teacher culture,and it starts late,lacking in-depth systematic inquiry.In addition to the characteristics of the general teacher culture,the teacher culture of low-performing schools has its own particularity.Therefore,the research on the improvement of teacher culture in low-performing schools is also the expansion and enrichment of the field of teacher culture research.Based on the perspective of organizational culture theory,this study selects a low-performing middle school L middle school as a case,observes in the classroom and office of the school,conducts unstructured interviews with some teachers and leaders of the school,and investigates the L school teachers.The status quo and problems of culture,analyze the influencing factors behind the current situation of teacher culture in low-performing schools,and finally explore the improvement path of teacher culture in low-performing schools from the perspective of organizational culture theory.