The Influence Of The Organizational Climate Of Rural Middle Schools On Teachers' Willingness To Study

The development of rural education is one of the priority tasks and important measures for winning the battle against poverty and realizing rural revitalization.Rural teachers undertake the important mission of teaching and educating people and are the key to the development of rural education.The construction of rural teachers is a long-term focus of national education policy.Especially since the implementation of the "Rural Teacher Support Plan(2015-2020)",a series of achievements have been made in the construction of the rural teacher team,but the rural teacher team still faces problems such as the loss of outstanding teachers and insufficient job attractiveness.The “unretaining” of rural teachers is still an important bottleneck restricting the construction of rural teachers and the improvement of rural education quality.For this reason,studying the willingness of rural teachers to stay free and influencing factors,and optimizing the policy of rural teacher team construction has important practical significance and academic value.Both domestic scholars and policies mainly put forward measures and countermeasures to optimize the construction of rural teachers from the perspective of the government and society,and rural schools are often in a state of absence in managing the plight of rural teacher construction.Existing research and policies pay more attention to the impact of rural school teaching equipment and living conditions on rural teachers' "unable to stay",but often ignore the impact of rural school organizational atmosphere on teachers' willingness to stay.Then,as an important type of rural education,does the organizational atmosphere of rural middle schools affect teachers' willingness to stay free?If there is an impact,what is the impact mechanism?Through combing the existing research and theories,the field theory and the participant model provide a possible explanatory framework for explaining the relationship between the organizational climate of rural middle schools and the teacher's willingness and the mechanism of influence: organizational climate may be through job satisfaction and burnout affects teachers' willingness to stay.Based on this interpretation framework,the OLS model analysis and the hierarchical linear model are used to analyze whether the organizational climate has an impact on the sample of rural middle school teachers from the China Education Tracking Survey data(2014-2015 school year);Secondly,Bootstrap is used to conduct an intermediary test to estimate the intermediary effect of teacher job satisfaction and job boredom,that is,the influence mechanism of the organizational atmosphere of rural middle schools on teachers' willingness to leave;Finally,the orderly logistics model is used to test the robustness of the influence of the rural teacher's organizational atmosphere on teachers' willingness to leave.The empirical results show that,first,the organizational atmosphere of rural middle schools has a significant impact on the strength of teachers' willingness to leave.A dimensional study found that strict management methods and assessment have weakened teachers' willingness to stay to some extent;and a good school atmosphere enhances teachers' willingness to stay.After considering the influence of the teacher and the school at two different levels,the conclusion is still valid.Second,a good school atmosphere helps to improve teachers' job satisfaction and suppress their job burnout to a certain extent,thereby enhancing teachers' willingness to stay.Therefore,to promote inventory management,straighten out the relationship between government and school;improve teacher assessment and standardize school management;create a good atmosphere and improve teaching achievement is to effectively improve the satisfaction,sense of gain and happiness of rural middle school teachers and alleviate the "unstay" of rural teachers One of the effective ways.