Research On The Influencing Factors Of Rural Teachers’ Professional Learning From The Perspective Of Social Support

Teachers’ professional learning is the behavior of teachers in order to better achieve the goals of education and teaching,actively acquiring new knowledge,actively collaborating with colleagues,continually summarizing and reflecting,and courageous to experiment with innovation.More and more studies point out that teacher professional learning is an important way to improve the quality of teachers,and it has a crucial impact on the success or failure of education reform.How to help teachers become active learners,and to create an environment that supports teachers’ professional learning has become an important topic in education management research.Based on the Theory of Teacher Professional Development and Social Support Theory,this study regards teacher professional learning as a positive professional behavior made by teachers to achieve self-development in the social support network.The government,school leaders,colleagues and families form a support network for rural teachers,which provides material,emotional and ability support for rural teachers.All subjects stimulate teachers’ positive psychological state through formal or informal support behavior,so as to promote teachers’ initiative in education and teaching ability,and actively participate in Teachers’ professional learning,so as to realize the resource utilization process from external support input to positive behavior output.In the use of questionnaires and interviews,this paper conducts a survey on the current situation of rural teachers’ professional learning and analyzes the influencing factors of it,and constructs a theoretical mechanism model of social support network with teachers’ psychological capital as the intermediary variable to influence teachers’ professional learning.The results show that high-quality teachers’ learning community and effective teacher training affect teachers’ professional learning and Psychological Capital plays an intermediary role between external support and professional learning behavior.Then,this study limitedly describes the status of rural teachers ’professional learning and the status of rural teachers’ professional learning support system.Through further interviews,the reasons for the lack of support are summarized.Finally,corresponding to the reasons of insufficient support,the author puts forward suggestions to support the development of rural teachers in the country’s rural governance.