A Study On The Living Conditions Of Primary School Science Teachers

Since 2019,the Ministry of Education has successively released the Opinions on Strengthening and Improving Experimental Teaching in Primary and Secondary Schools and the Guiding Opinions on Vigorously Promoting the Scientific Connection between Kindergartens and Primary Schools.The General Office of the Ministry of Education issued the Notice on Strengthening the Training of Science Teachers in Primary Schools.Those show that our country attaches importance to the science education and the training of primary school science teachers.The living conditions of science teachers is related to the quality of science education in primary schools,which has become an urgent problem to be studied.Based on Herzberg’s two-factor theory and the career anchor theory,this study uses the literature method,investigation method and case analysis,and uses the selfmade Questionnaire on the Primary School Science Teachers’ Living Conditions and Interview Outline of the Primary School Science Teachers’ Living Conditions as tools to collect the data.The questionnaire randomly sampled the primary school science teachers in the four districts of H city,and finally extracted 410 samples.On the basis of the questionnaire survey,20 typical and representative teachers were selected according to gender,highest education,teaching experience,professional qualifications and score for interview.Basing on the survey data,this paper conducts descriptive statistics,variance,latent class and regression analysis on the living conditions of science teachers in the four districts of H city.The results show that the overall average living conditions of science teachers in primary schools in four districts of H city is significantly average,and there is no work status or life status with overall symbolic significance.There are three potential categories of living conditions:poor living conditions group,general living conditions group,and good living conditions group.There are significant differences in the different teaching years,professional titles,satisfaction with school facilities,equipments and management policies and measures regarding school science education in the three groups.There is no statistically significant correlation between work status and professional development status,including the professional affection and the professional knowledge and ability,and there is a statistically significant positive correlation between other dimensions.The main factors that influencing teachers’ living conditions are teachers’ different satisfaction with school facilities and equipment,management policies and measures in school science education.Based on the research findings,this study proposes to improve and perfect the living conditions of science teachers in the four districts of H city from three aspects:improving the social importance of science education,polishing up the working environment for science educators and paying attention to the professional development of science teachers.Among them,the countermeasures to improve the social importance of science education include organizing popular science activities for the whole people,mobilizing more people,institutions and organizations to participate in scientific popularization activities,and enhancing the media’s publicity of science popularization.The countermeasures to polish up the working environment for science educators include that the education department has sound policies and supervision mechanisms,the school leaders have correct scientific education concepts and management measures,the reasonable workload of science teachers,relatively perfect facilities and equipments and experimental materials.The countermeasures to attach importance to the professional development of science teachers include making teachers have the initiative to learn,building a learning environment in schools,and providing training and resources to meet the professional development needs of science teachers by the education authorities.