Research On The Professional Autonomy Of Primary School Chinese Teachers

This study uses theoretical research methods,interview methods,grounded theories,supplemented by survey methods,to explore the concept,value,and influencing factors of primary school Chinese teachers' professional autonomy,and sorts out the relevant demands of primary school Chinese teachers' professional autonomy.Put forward suggestions to promote teachers' professional autonomy.This research is divided into six parts:The introduction introduces the origins of the research on the professional autonomy of teachers from three levels: policy orientation,actual educational needs,and personal experience,and briefly explains the theoretical value and practical significance of the research on the professional autonomy of primary school Chinese teachers;The research direction and research progress of autonomy related research;the research ideas and methods are designed based on the preliminary data and investigation.The second part combines the multi-disciplinary perspective and uses analysis methods such as comparison and induction to explore related concepts such as autonomy and autonomy,professional autonomy,and teacher professional autonomy,and gives the understanding and definition of teacher professional autonomy in this research;Incorporating the views of front-line primary school Chinese teachers to explain "the professional autonomy of teachers is subject to professional autonomy" and "the professional autonomy of teachers has the dual dimensions of individual and organization" in order to have a more comprehensive understanding of the professional autonomy of teachers in this study.Based on the humanistic theory,it demonstrates the value of teachers' professional autonomy,and also illustrates the importance of the research on primary school Chinese teachers' professional autonomy.The third part selects the important degree of the influencing factors of professional autonomy through grounded theory and data investigation.The research believes that teachers' personal professional literacy,teaching age,school management system,student source quality,and parental beliefs are the main influencing factors of primary school Chinese teachers' professional autonomy.The fourth part presents the professional autonomy development demands of primary school Chinese teachers.Primary school language teachers hope that the school will give teachers the opportunity to cultivate and grow professionally,respect the professional dignity of teachers,let primary school language teachers have free time at their disposal,have the right to say "no",and build a professional team to provide teachers with professional autonomy development Atmosphere,provide system guarantee.The fifth part proposes to improve the professional autonomy of primary school Chinese teachers from the three dimensions of teachers' personal qualities,school system management,and psychological support.The sixth part focuses on summarizing the influencing factors of primary school Chinese teachers' professional autonomy and the conclusions of the demand part,and puts forward the research prospects.