Research On The Construction Of Teachers In Rural Primary Schools From The Perspective Of New Public Services

The Sixth Plenary Session of the 19 th Central Committee of the CPC reviewed the successful experience and regarded "people first" as a valuable asset that has been tested in practice and must be maintained for a long time.To preserve this wealth for a long time,a key part is to develop education with the people as the center.It can be seen that the key issue for China to further promote high-quality development of education is how to promote education development based on the concept of "service" and give full play to the public and public welfare values of education on the basis of ensuring educational equity.In view of this,the concept of new public service is gradually recognized,accepted and advocated as an important ideological framework and reference for promoting high-quality development of education in the new era,which mainly emphasizes that government departments and staff should have a sense of service,attach importance to citizens’ rights and aim at achieving public interests.This paper adopts a combination of qualitative and empirical research methods,and obtains the current status and trends of domestic and international scholars’ research on teacher training in rural primary schools by consulting databases such as Zhiwang,Wanfang and ERIC,as well as a large number of books,newspapers and journals,and statistical yearbooks.Subsequently,primary data were obtained in the form of questionnaires or interviews with education office staff,headmasters,teachers and parents in Township C of Minquan County about the number and structure of teachers,their education and remuneration,and their growth and environment.At the same time,by reviewing relevant policy documents and data from the state,Henan Province,Shangqiu City and Minquan County,and by comparing them with the obtained primary data,problems were identified and more feasible improvement measures were proposed through reasonable arguments.This paper is divided into seven chapters.The first two chapters focus on the background and significance of the study,the current situation of the study,the definition of concepts,and the theoretical foundation;the third chapter adopts a policy instrument approach to analyze the policy environment of teacher development in rural primary schools and constructs a research framework for analyzing the current situation of teacher development in rural elementary schools.Chapter 4 draws on the framework of the New Public Service Theory to analyse the current situation of teachers’ number and structure,education and remuneration,growth and environment in primary schools in Township C from three perspectives: "equity concept","service-oriented" and "people-oriented".The current situation includes both advantages and problems.Chapter 5 addresses the problems identified in Chapter 4 and uncovers the deeper causes of the problems based on the New Public Service Theory.The final two chapters provide suggestions for optimising the teacher development pathway in primary schools in Township C and conclusions and outlook.