Research On Strategies For Teacher Performance Incentives Of Shanghai Rural Primary Schools In After-School Service

For many years,3.30 Phenomenon,the problem of where students go after school at half past three,has been concerned by the whole society.With the promulgation and implementation of Double Reduction Policy,after-school service has been officially asked to be implemented in primary and middle schools throughout the country.In China,with insufficient supporting policies and unsound related system,the development of after-school service is still at its exploration stage.However,primary and middle school teachers are forced to undertake the responsibility of the service and take part in it as direct executors.What’s more,the educational gap between urban and rural areas exits in China.Facing the problem of left-behind children,children with difficulty in learning,lack of educational resources and qualified teachers,rural primary schools may encounter more problems when implementing after-school service.How is rural primary school teachers’ enthusiasm in after-school service? Which factors has influenced their enthusiasm in after-school service? How can school managers improve their working enthusiasm in after-school service? Those questions deserves well consideration of rural primary school managers and policy-makers.Firstly,after reading and analyzing national and foreign documents and articles,this paper raises the hypotheses of the research based on three theories,related theories of phases of teachers’ professional development,Theory of “field” put forward by Kurt Lewin and Synthesizing Theory Model put forward by Edward E.Lawler and Lyman W.Porter.Secondly,this paper conducts a questionnaire survey.Through status analysis,variance analysis,correlation analysis and logistic analysis,this paper discovers that the level of rural primary school teachers’ working enthusiasm in after-school is above average.Teachers’ professional development stage,teacher identity and sense of responsibility are highly related to teachers’ working enthusiasm in after-school service.Thirdly,study the results carefully to see if they conform to the research hypothesis and then choose suitable interviewees,carry out the interviews and analyze the interview documents to further explore the reasons for the factors influencing different development stage teachers’ different enthusiasm level.This paper further discovers three facts: first,teacher low identity and unsatisfied demand of professional development have thwarted working enthusiasm in after-school service of a teacher at the beginning of his career.Second,financial reward and humanistic institutional arrangement have promoted working enthusiasm in after-school service of an experienced teacher.Third,high recognition of the policy value has promoted working enthusiasm in after-school service of an expert teacher.According to the discovery above,based on the theory of “field” by Kurt Lewin,this paper proposes some suggestions for the rural primary school administrators.First,pay due care to the “psychology field” of rural primary school teachers.Pay more attention to low teacher identity of the teachers at the beginning of their career.Provide them with support for professional development.Meanwhile,try to guide some old-aged experienced teachers to renew their out-dated educational concepts in order to push them put efforts into promoting students’ sustainable development.Second,improve rural school teachers’ “working field” in after-school service by developing related after-school systems based on various demands of teachers in different professional development stage.Additionally,set up a series of after-school courses with local characteristics,where teachers and students would be able to improve themselves together by participating the courses.