Research On The Current Situation And Improvement Strategies Of Organizational Commitment Of Rural Primary School Teacher

Organizational commitment refers to an employee’s attitude towards their unit,which can test their loyalty to the unit and imply a decision on whether they will continue to work in the organization.Currently,with strong support for the development of the teaching staff in China,there are still phenomena such as the loss and inability to retain rural teachers in a large number of rural areas.Improving the organizational commitment level of rural teachers to enhance the stability of the teaching staff and reduce the loss of rural teachers is a problem worth studying.This study developed the "Organizational Commitment Questionnaire for Primary School Teachers" and selected rural primary school teachers from Western A Province for investigation and analysis.The research results indicate that the organizational commitment of rural primary school teachers is at an acceptable level,but still needs to be improved(mean=3.21<3.5);The ranking of average scores for various factors of organizational commitment of rural primary school teachers is as follows: normative commitment(mean=3.57)>environmental commitment(mean=3.31)>ideal commitment(mean=3.05)>economic commitment(mean=3.03)>emotional commitment(mean=3.01);There are significant differences in organizational commitment among variables such as gender,age,marital status,professional title,monthly salary,and teaching location of rural teachers.Analyzing the scores of various dimensions of organizational commitment,it was found that many rural primary school teachers believe that the learning,promotion,and development opportunities provided by schools still need to be improved;Teachers have lower scores in dimensions such as belonging to the school,emotional dependence,campus cultural atmosphere,and interpersonal relationships.Analyze the reasons for the low organizational commitment of rural teachers,mainly including: the guarantee system for rural teachers’ learning opportunities is not yet perfect,the development opportunities are blocked,and the promotion space is small;The loss of rural teachers’ discourse power leads to low self-identity,low organizational support,and imperfect school democratic management system;The economic income of rural teachers is not high,and the pay and return are not equal;Rural teachers’ emotional dependence is low,and rural teachers’ professional identity is low;The construction of campus culture is not perfect enough,and there is a sense of isolation in interpersonal relationships.To improve the organizational commitment level of rural teachers,it is necessary to strengthen the teacher growth assurance system,provide room for improvement,and optimize environmental commitments: add non teaching assistance positions,ensure the "true colors" of rural teachers’ education and teaching,construct a scientific support learning system,ensure the learning environment of rural teachers,create a development platform,and expand promotion incentive channels;To awaken teachers’ role awareness,enhance their sense of self-identity,and enhance their normative commitment: reshape rural teachers’ discourse power,enhance self-identity,build a special training support system,support teachers’ growth,improve the leadership awareness of rural principals,and strengthen the construction of democratic management systems;Complement the economic weaknesses of rural teachers,design incentive mechanisms,and increase economic commitment: increase the standard of rural teacher subsidies,increase basic income,scientifically adjust the salary and income structure of teachers,ensure the fairness of the salary structure,attach importance to the role of indirect compensation,and meet the inherent needs of rural teachers;Cultivate rural teachers’ professional self-confidence,deepen emotional dependence,and strengthen emotional commitment: optimize social support for rural education,enhance the professional attractiveness of rural teachers,strengthen the construction of teachers’ professional ethics,enhance professional identity,innovate teacher education talent cultivation models,and cultivate local cultural awareness;Improve the construction of the core of school culture,unite the teacher team,and enhance the ideal commitment: enhance the construction of the academic atmosphere of the school,focus on stimulating the vitality of teachers’ teaching and research,cultivate a cooperative cultural mechanism,enhance the sense of belonging of teachers,establish a common vision,and enhance the cohesion of the teacher team.