Research On Factors Influencing The Retention Of Young Rural Teacher And Countermeasures

Education is strong,so that the country can be strong;education is prosperous,so that the countryside can be prosperous.As the soul of rural education,teachers are the foundation of education and the source of education.Building an excellent rural teacher team is an important guarantee for the revitalization of rural education and the core goal of consolidating rural revitalization.In recent years,although the policies and institutional system to improve the treatment and status of rural teachers have been improved,there are still problems such as "not getting off" and "not staying" of excellent young teachers in rural areas,which seriously restrict the revitalization and sustainable development of rural education.As the new generation and backbone of rural education,young teachers are becoming more and more important in the process of rural education development and reform,and the healthy growth of young teachers is gradually receiving wide attention from the society.Therefore,in the context of rural revitalization,how to encourage and attract young teachers to teach in rural areas and how to establish a guarantee mechanism to enhance the willingness of rural young teachers to stay in their jobs have become the focal issues that need to be solved at this stage.In order to comprehensively and accurately analyze the influencing factors of rural young teachers’ willingness to stay,this paper,based on literature analysis,focuses on Huanggang City and adopts research methods such as field survey and empirical analysis.Drawing on and applying the social-ecological system theory,Maslow’s needs theory and push-pull theory,the questionnaire of factors influencing rural young teachers’ willingness to stay in Huanggang City was compiled,and four dimensions of personal perception,family support,school influence and social environment were sorted out and summarized.In the process of developing the questionnaire,firstly,we followed the principle of comprehensiveness and screened out 40 relevant questions(indicators)by compiling literature and interview data;secondly,we did a comprehensive research on 309 rural young teachers in Huanggang through a combination of field interviews and online questionnaires;finally,on the basis of statistical analysis of the research data,we used correlation analysis to conduct a second round of Finally,based on the statistical analysis of the research data,a second round of correlation analysis was conducted to screen out 20 key indicators,and a regression model was used to explore the degree and direction of the factors influencing the willingness of rural young teachers to stay in Huanggang.The main innovations of this study include: first,the introduction of the social-ecological system theory and the construction of a new questionnaire on the factors influencing rural young teachers’ willingness to stay;second,the focus on rural young teachers and the use of Huanggang City as an example for the study,which expands the research object and research perspective in this field.The main findings of the study are as follows:(1)64% of the young teachers in the 309 sample loved rural education work,39% were willing to stay in school to teach,and 37%would not give up their current jobs.(2)All four dimensions had a significant positive relationship with teachers’ willingness to stay in their jobs,in descending order: personal perception,school influence,family support,and social environment;the fitted equation could explain 62.2% of the changes in the dependent variable,and the model setting was reasonable.(3)Eleven of the 20 indicators had significant positive effects on teacher retention intentions,in descending order: job salary,career identity,public recognition,interpersonal relationships,professional development,regional economy,career interest,career stability,team building,family support,and policy influence.Finally,combining the real situation with the empirical results,the following optimized countermeasures are proposed from four levels.First,at the social level: strengthen financial support to improve teachers’ treatment;increase policy tendencies to guarantee professional stability;build public opinion positions to improve public recognition;improve professional training to change work attitudes.Second,at the school level: pay attention to interpersonal relationships and cultivate professional identity;improve the evaluation system to enhance teachers’ motivation;improve the management model to expand teachers’ autonomy;promote campus culture to bring teachers’ professionalism into play.Third,at the personal level:improve working methods and pursue self-renewal;integrate into rural life and face up to professional roles.Fourth,the family level: provide spiritual motivation and become teachers’ backing;build a bridge between home and school to unite educational synergy.