Research On The Puzzlement And The Countermeasures Of Rural Teachers' Professional Development Based On The Hierarchy Of Needs Theory

The core of rural development strategy is to revitalize rural education.The development of rural education affects the development of national education.In order to strengthen the construction of rural teachers,the State Council promulgated the "Support Plan for Rural Teachers" in 2015,which is also of great significance to better care for rural teachers' professional development and solve the puzzles of rural teachers' professional development.Guided by Maslow's hierarchy of needs theory,this paper tries to find out the perplexity and deep-seated reasons of rural teachers' professional development from the perspective of rural teachers' needs,so as to solve the perplexity of professional development for the competent educational authorities,schools and rural teachers,make scientific planning,and constantly improve their own quality in rural education,so as to promote professional development.In this paper,703 rural primary school teachers from one District(Ganxian district)and four counties(Xunwu county,Shangyou county,Dayu county and Xinfeng county)under the jurisdiction of Gannan district were selected as samples.After analysis,Maslow's demand confusion can be roughly divided into three categories: low-level demand,intermediate demand and high-level demand.After analysis,the main reasons are: rural teachers themselves,rural schools,education authorities,national policies and systems.Through the analysis of Maslow's hierarchy of needs theory and the law of teachers' professional development,the following measures are put forward: to further improve the living and working conditions of rural teachers;to further improve the basic conditions of rural teachers' professional development;to further improve the basic treatment of rural teachers' professional development;to further build an exchange platform for rural teachers' professional development;and to further enhance rural teachers' professional development.The social status of vocational development and the policy system of rural teachers' professional development should be further implemented.