Research On The Predicament Of Female Teachers’ Professional Development In Rural Primary Schools From The Perspective Of Social Gender

Promoting the professional development of rural teachers is the inherent need for the construction of rural teachers,improving the level of rural education,and achieving educational equity.Female teachers in rural primary schools are an important part of the development of rural education.For a long time,there has been a lack of attention to gender in the professional development of rural teachers,and the speciality of rural female teachers’ identities and the blending of rural environment and female identities have not been seen.difficult situation faced.From the perspective of social gender,this study analyzes the current situation of the professional development of rural primary school female teachers,and reveals the gender reasons for the formation of the professional development dilemma of rural primary school female teachers.This research first interprets the connotation and analytical dimensions of gender theory,and then conducts an analysis of the relevance of gender theory and the research on the professional development of female teachers in rural primary schools.Then,a combination of questionnaires and interviews were used to conduct the investigation.A questionnaire survey was conducted on 258 rural primary school teachers in Guizhou Province,and 7 rural primary school teachers were selected for in-depth interviews.This paper analyzes the current situation of rural primary school teachers’ professional development from four aspects: internal driving force,external support,possible resistance and realistic progress.The study found that,compared with male teachers,the professional development of female teachers in rural primary schools is in a weak position as a whole,and their professional development presents five problems: weak awareness of independent development,weak external aid support,lack of endogenous development motivation,time poverty,and slow progress.From the perspective of gender,this paper analyzes the predicament of their professional development and finds that: gender roles weaken rural primary school female teachers’ awareness of independent professional development;social gender concepts lead to insufficient endogenous motivation for rural primary school female teachers’ professional development;traditional gender division of labor weakens rural primary school female teachers Professional development foreign aid support;gender assessment slows down the professional development process of female teachers in rural primary schools.Based on this,this study puts forward countermeasures and suggestions for the professional development of female teachers in rural primary schools from the perspective of social gender: One is to create a good social gender environment;The second is to strengthen the management mechanism of female teachers in rural primary schools;The third is to give more family care to female teachers in rural primary schools;The fourth is to stimulate the self-development awareness of female teachers in rural primary schools.