Researcher On The Influence Of School Climate On Junior School Teachers’ Work Engagement And Calling

Teacher exchange and rotation is a macro education policy of the state to promote the quality and balanced development of compulsory education in urban and rural areas.In the context of China’s vigorous advocacy of quality and balanced development of compulsory education,the implementation of teacher exchange and rotation can optimise the allocation of teacher resources and improve the unbalanced situation of educational resources.The Xinjiang Uyghur Autonomous Region has also issued the Xinjiang Education Modernisation 2035,stating that the region has entered the decisive stage of fully realising the basic balance of compulsory education,and that the ratio of high-quality balanced counties(cities and districts)of compulsory education in the country should be no less than 95% in 2035.However,in view of the current situation,the national policy is still in the process of transmission,as there is still a large gap between the expected target of exchange and rotation and the educational reality in Y Xinjiang,which leads to many practical problems of teacher exchange and rotation in practice,limiting the current quality and balanced development of compulsory education in urban and rural areas.Therefore,based on the background of the balanced development of urban and rural compulsory education,this study explores the current situation of teacher exchange and rotation,explores the problems and resistance in its implementation,and puts forward countermeasures and suggestions,so that teacher exchange and rotation can give full play to its effectiveness,so as to achieve the balanced development of urban and rural compulsory education.This study mainly adopts the questionnaire and interview methods to investigate the current situation of each dimension and the comparison of the differences between different variables by taking 314 teachers as the research subjects.In order to ensure the consistency of the study and the comprehensiveness of the statistical data,the study then interviewed 17 teachers,8 headmasters and 3 staff members of the Education Bureau to make up for the shortcomings of the previous questionnaire.Firstly,the study found that teacher exchange and rotation in the context of quality and balanced development of urban and rural compulsory education has achieved certain results:improving the quality of school education and promoting quality and balanced regional urban and rural compulsory education;alleviating the phenomenon of school choice fever and promoting quality and balanced allocation of regional education resources;providing teacher development opportunities and promoting dynamic professional growth of teachers in the region;promoting effective teacher mobility and alleviating exchange and rotation teachers’ It also provides opportunities for teacher development and promotes the dynamic professional growth of teachers in the region.At the same time,the following problems were found: low awareness of the policy among teachers on exchange and rotation;incomplete safeguards for teachers on exchange and rotation;unreasonable selection methods for teachers on exchange and rotation;insufficient supportive guidance for teachers on rotation;weak sense of belonging among teachers on exchange and rotation;and low recognition of teachers’ participation in exchange and rotation.Secondly,the reasons for these problems were analysed and found to be: insufficient publicity of the teacher exchange and rotation policy,insufficient supporting measures for the teacher exchange and rotation policy;school orientation and lack of awareness of the overall situation;lack of a support platform for rotating teachers in schools;lack of humanistic care for rotating teachers in schools;and the influence of multi-subject factors and a weak sense of professional identity.Finally,corresponding countermeasures are proposed around the above reasons.Specifically,at the government level,the government should increase its efforts to publicise policies,enhance the sense of identity,improve relevant supporting measures and strengthen third-party support;at the school level,it should establish a sense of the overall situation,build a community of urban and rural schools,build a platform for growth,create a suitable development environment and provide humanistic care to enhance teachers’ sense of belonging;at the teacher level,it should clarify its own value orientation,form its own beliefs in teacher education,transform its own At the teacher level,the study aims to clarify teachers’ values,form their beliefs about education,transform their negative emotions,stimulate internal motivation to rotate,enhance their own development awareness and improve their abilities.It is hoped that this study can provide effective suggestions for the implementation of teacher exchange and rotation in China,and contribute to the quality and balanced development of urban and rural compulsory education.