Research On The Problems And Strategies Of Empowering Rural Teachers

With the promulgation of the Rural Teacher Support Plan(2015-2020)and the proposal of the rural revitalization strategy,rural education has attracted more and more attention.The key to the revitalization of rural education lies in the professional development of rural teachers,and empowerment is an important guarantee for the professional development of teachers.Therefore,on the basis of previous studies and theories,this study selected participation in decision-making,teaching autonomy,professional growth,ability and self-efficacy as four basic dimensions to compile a questionnaire on teachers’ empowerment and empowerment,and selected 450 teachers participating in the teacher training program of Chongqing Normal University as research objects.The questionnaire survey method was used to understand the current situation of teachers’ empowerment and empowerment,and the main variables affecting rural teachers’ empowerment and empowerment were compared and analyzed through the differences of rural teachers’ empowerment and empowerment under different demographic backgrounds.Based on the data analysis,this paper sorts out the Interview Outline of Teachers’ Empowerment,selects 10 representative teachers with different backgrounds to conduct interviews,finds out the deep reasons for the differences in rural teachers’ empowerment,and puts forward corresponding promotion strategies.In order to enhance the rationality of the research,the urban teachers should be taken as the reference of the rural teachers.The findings are as follows:1.Teachers’ empowerment is at a medium level as a whole,and their performance in decision-making,professional growth and ability and self-efficacy is slightly higher than the medium level but lower than the upper-middle level.The performance in the dimension of teaching autonomy is at the middle and lower level,and the empowerment situation is not optimistic.2.School geography has a significant impact on teachers’ empowerment.In the three dimensions of participation in decision-making,professional growth,ability and self-efficacy,the empowerment of urban teachers is significantly better than that of district and county teachers and rural teachers.The more developed the region,the better the situation of teacher empowerment.3.The main demographic variables affecting rural teachers’ empowerment include:position,teaching subjects,professional titles and establishment.Among them,the position has a significant impact on the participation of rural teachers in decision-making,which is manifested in the fact that grade directors and grade leaders score significantly higher than ordinary teachers and class teachers in decision-making;Teaching subjects have a significant impact on rural teachers’ teaching autonomy,which is manifested in the fact that teachers in the traditional sense,such as extra-linguistic subjects,have more right to speak in teaching autonomy than teachers in non-college entrance examination subjects such as audio,sports,beauty and information technology;The professional title has a significant impact on the professional growth of rural teachers,which is manifested in the higher the professional title,the higher the professional growth score of teachers;Compilation has a significant impact on rural teachers’ ability and self-efficacy.The specific performance is that teachers with formal school establishment score significantly higher than other teachers(such as labor dispatch)in ability and self-efficacy.Teaching experience has significant influence on rural teachers’ participation in decision-making,teaching autonomy,ability and self-efficacy.The concrete manifestation is that the older teachers have more right to speak in decision-making,teaching autonomy,ability and self-efficacy than the younger new teachers.4.The influencing variables of empowerment are divided into three levels:personal characteristics,school management and external environment.At the level of personal characteristics,teachers’ education,teaching years,achievements,professional ability,teaching subjects,influence and personal views can effectively affect teachers’ empowerment and empowerment;At the level of school management,the school management system,teacher training and administrative duties given to teachers all have an important impact on the empowerment of teachers;On the external environment level,the national regulations,parents’ empowerment,the establishment or not,and the professional titles also have an impact on teachers’ empowerment.5.The main reasons for the poor status of rural teachers’ empowerment are as follows: the lack of awareness of rural teachers’ rights and the restriction of bureaucratic management system in rural schools are the main reasons for the lack of rural teachers’ decision-making power;The main reasons for the lack of curriculum rights of rural teachers are the shackles of traditional examination system and educational concepts and the lack of personal ability of rural teachers;The interference of formal teacher training and the oppression of heavy teaching tasks are the main reasons for the lack of rural teachers’ right to development;Low salary,limited promotion of teachers’ status and lack of positive feedback evaluation are the main reasons for the lack of rural teachers’ self-efficacy.6.According to the analysis of the above reasons,this study suggests to improve the situation of rural teachers’ lack of empowerment through external empowerment and internal empowerment.External empowerment is to start from the external environment,let the national society and schools create a suitable institutional environment for rural teachers,implement the rights of rural teachers,and enhance the influence of rural teachers,including strengthening government support for rural schools,reducing administrative intervention,and improving rural teachers’ salary and policy inclination.Rural schools carry out educational reform to reduce the burden on rural teachers and enrich school teaching resources;Training sponsor departments should optimize the training quality of rural teachers and eliminate formal training.Internal empowerment starts from the rural teachers themselves,and makes rural teachers strengthen their subjectivity,rights awareness,professional ability and self-efficacy through active learning and self-reflection,including rural teachers’ upgrading their professional knowledge and ability,updating their teaching concepts,establishing self-oriented learning,increasing external exchanges and interactions,and cultivating positive emotional attitudes.