A Study On The Influence Of Professional Identity On Rural Middle School Teachers’ Retention Intention

The development of rural education is one of the important measures to realize rural revitalization,and also the key to building a high-quality education system.Rural teachers shoulder the important mission of teaching and educating people,which is the foundation of the development of rural education.At present,the "No-stay" of rural teachers is the bottleneck that affects the construction of rural teachers and restricts the improvement of rural education quality.How to take effective measures to ensure that rural teachers "Go down,stay,teach well" is the key.The existing research focuses on why rural teachers "Can’t stay",but not enough on the reason of "Stay".Therefore,it is of great academic value and practical significance to explore the rural teachers’ retention intention and its influencing factors in order to optimize the construction of rural teachers and improve the quality of rural education.So,rural middle school teachers as an indispensable part of rural teachers,their willingness to remain any of the factors affected by what is the impact of the mechanism?This research uses the method of literature study,questionnaire and interview to study the Rural Middle School Teachers’ retention intention,citing Wei Shuhua and others(2013),Zhao Bin(2012),and the rural middle school teachers’ willingness to remain in office as research tools,a questionnaire survey was conducted among 350 rural middle school teachers in Shanwei,and 12 serving rural middle school teachers and 6 outgoing rural middle school teachers were interviewed,the purpose of this paper is to understand the status quo and problems of rural middle school teachers’ retention intention,and to analyze the mechanism of the influence of occupational identity and occupational well-being on rural middle school teachers’ retention intention,and put forward the strategies to improve the rural middle school teachers’ willingness to stay.Through questionnaires and interviews,we found that:(1)the overall level of village middle school teachers’ willingness to remain is not high;(2)there are significant differences in age,household registration,marital status,family location,years of teaching in rural areas,housing status,monthly income,etc.(3)rural middle school teachers’ job identity positively predicted their willingness to stay;(4)rural middle school teachers’ job well-being partially mediated the relationship between job identity and willingness to stay.According to the results of theoretical research and empirical investigation,combined with the theory of planned behavior and the theory of ERG needs,the following four strategies are proposed to improve the rural middle school teachers’ retention intention,stabilizing rural teachers:(1)strengthening professional belief and promoting rural middle school teachers’ professional persistence;(2)focusing on key groups and accurately matching the real needs of rural middle school teachers;(3)strengthening professional identity;(4)to promote vocational happiness and improve the willingness of rural middle school teachers to stay.