Research On The Construction Of The Stability Of Rural Teacher Teams

The core meaning of high-quality education development is the balanced development of urban and rural areas,regions,groups,and schools.With the continuous supply of material resources and human support from the country,the conditions and environment for rural education have greatly changed.However,there is still a significant gap in the structure and quality of teachers in urban and rural education.Rural teachers still face different problems such as limited professional development and living conditions that need to be improved,which further hinders the high-quality development of rural education.Compared to the fierce competition for teacher positions and the increasing threshold for teacher qualifications in developed regions,rural areas in the central and western regions still face the problem of being unable to recruit and retain excellent teachers.At the same time,in the context of continuous urbanization,the source of students in rural schools continues to drain,and the phenomenon of hollowing out rural areas and small-scale rural schools is prominent.On the contrary,the scale of urban schools is constantly expanding,and competition for educational resources is fierce.The expansion of urban education demand has also intensified the flow of rural teachers to cities,making the teachers in rural schools even weaker and making sustainable development more difficult.X Primary School located in the southeast region of Chongqing has had a low turnover and high degree of stability in its teaching staff for many years.Many teachers have been IV rooted in rural schools for a lifetime from entering school to retiring.This “super stable phenomenon” of rural teachers is worth paying attention to and exploring.By exploring this special phenomenon and the underlying causes,in-depth analysis from the county policy environment,the internal environment of rural schools,to individual rural teachers can help provide different ideas for stabilizing rural school teachers,especially young rural teachers.Based on a comprehensive collection of the school’s environment,development history,and the size of teachers and students,a detailed description of the group characteristics of this group of rural teachers is presented.It is found that they have distinctive characteristics such as a highly localized source,an older average age,a slower updating of the teaching team,and an overall physical and mental affinity.At the same time,it reveals the real life picture of rural teachers behind the phenomenon of stable teacher teams,mainly manifested in three aspects: rural teachers present two states of separation and integration of work and life,with young teachers mostly living a migratory bird life;New teachers lack a sense of belonging and have a significant turnover tendency;The amateur life of young teachers is monotonous and tedious.Based on the written materials obtained through field investigations and interviews,the specific factors that affect the stability of the teaching staff are comprehensively analyzed.In terms of the external policy environment,the government has created good conditions for the development of rural schools and teachers,mainly by improving the teaching quality of rural schools and carrying out the construction of characteristic schools to promote the balanced development of urban and rural education,and providing material support and resource conditions for the professional development of rural teachers.In terms of the internal environment of schools,compared with urban teachers,rural teachers have a reasonable and affordable workload and pressure;A fair,reasonable and humane organizational and management atmosphere in terms of performance distribution,teaching and research exchanges,and colleague cooperation has formed a teacher community of mutual cooperation and common progress;Finally,rural teachers have certain advantages in the evaluation of professional titles,with less competition in the evaluation of middle and senior professional titles and greater opportunities for evaluation.At the personal level of teachers,the main factor is family.The proximity of schools to home and the convenience of taking care of families are important factors that affect the flow of teachers;At the same time,teachers have experience in rural life,and have extensive contacts and close ties with rural residents and communities.Finally,starting from the characteristics of rural teachers and the specific factors that affect the stability of the teacher team,summarize the successful experience of stabilizing the rural teacher team.It mainly focuses on the realistic situation of the new generation of rural teachers and enhances the sustainability of the rural teacher team;Establish a dynamic stability mechanism,Taking school districts as the basic unit,promote mutual communication between urban and rural teachers,establish a reasonable flow mechanism,and guide the orderly flow of rural teachers;Establish institutional guarantees for the integration of new generation rural teachers into rural life,and strengthen the connection between rural schools and rural communities;Strengthen targeted enrollment and employment,and improve the degree of localization and specialization of teachers;Improve the educational governance capacity of county and town education departments,strengthen the coordination and integration of educational resources within the region,and create favorable conditions for improving the quality of rural schools.At the same time,it is necessary to improve the management system and methods of rural schools and create a good organizational atmosphere for teachers’ professional development.