Investigation And Research On The Teaching Adaptability Of New Teachers In Rural Primary Schools

Rural teachers shoulder the major mission of rural basic education and rural vocational education in our country,and play a pivotal role in rural education and even the entire national education in our country.With the expansion of rural teachers,the number of new teachers in rural primary schools has increased significantly.The adaptability of newly recruited teachers affects their normal work and life,and may even cause some teachers to leave their posts in the end.This makes the teaching adaptability of new teachers in rural primary schools an urgent problem that needs to be studied and resolved.In this research,some new teachers are used as the object,through questionnaire surveys and interviews,to understand the current situation of teaching adaptation of new teachers,explore its influencing factors,and put forward some suggestions.Through investigation,this research has reached the following conclusions:First of all,the teaching adaptability of new teachers in rural primary schools is generally at a general level(M=3.28).The scores of the five first-level indicators from high to low are: teaching analysis(M=3.48)> teaching implementation(M=3.43))>teaching feedback and evaluation quality(M=3.42))> teaching reflection and reform(M=3.40)> Knowledge literacy(M=3.18).Secondly,there are significant differences in the teaching adaptability of newly recruited teachers in rural primary schools in terms of gender,age,graduate school,first degree,highest degree,class status,number of hours per week,teaching age,and professional title.The teaching adaptability level of newly recruited male teachers in rural primary schools is higher than that of newly recruited female teachers;the teaching adaptability level of new rural primary school teachers over 20 years old will increase with age;the teaching adaptability level of new teachers who graduated from normal colleges is better than that of new teachers who graduated from non-teacher teachers;new teachers in rural primary school that the first degree is a secondary school/high school,their teaching adaptability level is basically higher than that of teachers with other academic qualifications;after the improvement of academic qualifications,new teachers in rural primary schools with a bachelor’s degree have the highest level of teaching adaptability;the teaching adaptability level of new teachers in rural primary schools with multi-grade professors is higher than that of other professors’ classes;the teaching adaptability of new teachers in rural elementary schools is the best when the number of class hours per week is 16-20;new teachers with 3 years of teaching experience are better than teachers with 1 year of teaching.Then,the teaching adaptability level of new teachers in rural primary schools will be affected by internal and external factors: knowledge and skills,abilities of psychological adjustment,pre-service social learning,and school material and teaching cultural environment.The higher the knowledge literacy and teaching ability of the new teachers in rural primary schools,the higher the pressure adjustment ability,the higher the professional identity,the higher the level of interpersonal communication,the more satisfied with the physical environment of the campus,the higher the evaluation of the induction training,the frequency of participation in teaching and research The higher the evaluation,the higher the evaluation of the instructor’s assistance and the higher the level of teaching adaptability.Finally,in view of the current situation of the teaching adaptability level of new teachers in rural primary schools and the analysis of its influencing factors,the author puts forward the following suggestions on how to improve the teaching adaptability of new teachers in rural primary schools: Multilateral cooperation to consolidate the work ability of new teachers in rural primary schools;professional guidance to improve the psychological adjustment ability of new teachers in rural primary schools;increase investment to change the survival status of new teachers in rural primary schools;focus on optimizing the occupation of new teachers in rural primary schools cultural environment.