A Study Of Teacher Mobility Willingness And Influencing Factors From The Perspective Of Family Life Cycle

Education is the "big plan of the country and the party",the cornerstone of national rejuvenation and social development,and teachers are the founders of the cornerstone.In recent years,the party and the state have made great efforts to promote the integration of urban and rural compulsory education and promote the transformation of compulsory education from a basic balance to a high-quality balance.In this process,coordinating urban and rural educational resources and promoting the rational flow of urban and rural teachers have become the key to achieving this goal.To this end,in 2014 the party and the government implemented the policy reform of "county-managed school employment"in the management system of compulsory education teachers.Through the county-level government,the county-level education resources were coordinated,and teachers were uniformly and regularly forced to move to other schools.The implementation of the"county-managed school recruitment" policy broke the rigid teacher management system in the past,promoted the rational flow of teachers to a certain extent,and promoted the balanced development of compulsory education.However,the implementation of this policy is both a test and a challenge for China's social tradition of taking the "family" as its priority.Since the implementation of the "County Management School Appointment"policy,how has the willingness to flow teachers behave?What are the differences in the willingness to move among teachers at different family stages?What are the main factors that affect teachers' willingness to flow at each stage?How should the future "county management school employment" policy be improved and perfected?The answers to these questions are of great practical significance.This research adopts a mixed research paradigm that combines quantitative and qualitative research.First,based on the field survey data of the "County Management School Employment" policy in S City,Guangdong Province,from the perspective of family life cycle theory,the teacher's family life cycle is divided into three stages:formation,growth,and maturity.Secondly,it analyzes the current situation of teachers'willingness to flow by using descriptive statistical methods.Third,in order to explore the relationship between the family life cycle and the willingness of teachers to flow,the article uses the binary logistic regression method to analyze the impact of the family life cycle on the willingness to flow of teachers,and expands on the influencing factors of the willingness to flow of teachers in different stages of the family life cycle.Further exploration.The empirical conclusions obtained from the research are as follows:First,teachers' enthusiasm for participating in mobility is not high under the policy reform of "county-managed school employment".Among the sample teachers surveyed,the vast majority of teachers did not intend to leave the current school,and the number of teachers willing to move to teach in remote rural areas is even rarer.Second,the family life cycle significantly affects the willingness of teachers to move.Compared with the formative-period families,both the growth-period and mature-period families have a significant negative impact on the willingness of teachers to move.Teachers in the growth-period and mature-period families are less inclined to move.Third,there are differences in factors affecting teachers' willingness to flow in different family life cycle stages.Taken together,for families in the formation,growth,and maturity stages,gender,teaching age,professional title,school location,teaching period,and policy satisfaction are the main factors that affect the willingness of teachers to move.On this basis,this research proposes policy recommendations from the following aspects:one is to improve the "county-managed school employment" policy incentive and guarantee mechanism to increase teachers' enthusiasm for participation in mobility;the other is to attach importance to the background of teachers' families and earnestly pay attention to the reality of migrant teachers Demand;the third is to improve the working environment and welfare benefits of rural schools,and promote the flow of high-quality teachers to rural areas;the fourth is to increase the propaganda of the"county-administered school recruitment" policy to enhance teachers' sense of identity.