Research On The Mechanism Of Influencing The Learning Power Of Rural Secondary School Chemistry Teachers On Their Professional Development A Study On The Mechanism Of Influencing The Learning Power Of Rural Secondary School Chemistry Teachers On Their Pro

High-quality development of township education is the internal core motivation to promote the rapid development and revitalization of townships,and it is especially important to build a team of township teachers and to promote their professional development.In today’s bold reform of basic chemistry education,the key to the efficient completion of basic chemistry education reform lies in whether chemistry teachers have good professionalism.However,the problems of insufficient teaching experience,imperfect knowledge structure,lack of self-development consciousness and insufficient professional internal drive of chemistry teachers in township secondary schools are gradually exposed,and their professional development will face great challenges.Teacher learning power is an important driving force to help chemistry teachers improve their endogenous motivation,penetrate the teaching numbness of rural secondary school chemistry teachers,promote their professional development and facilitate the construction of rural culture.Teacher professional development is not only an evaluation indicator of teachers’ personal quality,but also a valid observation indicator to test the quality of education.Because chemistry is abstract,rigorous,and practical,then chemistry teachers are required to improve their awareness of professional development in order to be effective in teaching chemistry education.In view of this,it is of theoretical and practical significance to study the current situation,influencing factors and mechanisms of professional development of chemistry teachers in township secondary schools to improve the phenomenon of insufficient professional internal motivation of chemistry teachers in township secondary schools and to enhance the quality of education.On the basis of the literature review,this study focuses on "the influence mechanism of learning power on the professional development of chemistry teachers in rural secondary schools" and designs three research questions in a progressive manner:(1)What is the professional development of chemistry teachers in rural secondary schools?(2)What is the impact of the learning power of rural secondary school chemistry teachers on their professional development?(3)What are the mechanisms that influence the learning power of chemistry teachers in rural secondary schools on their professional development? To further investigate the above questions,this study used a mixed research paradigm of literature research method,questionnaire survey method,in-depth interview method and data analysis method to conduct a systematic study on the influence of learning power of chemistry teachers in township secondary schools on their professional development and the mechanism of action.In other words,based on the questionnaire survey of 335 chemistry teachers in southwest China,we analyzed the current situation of learning power,professional identity,sense of exuberance and professional development of chemistry teachers in township middle schools,and used a combination of qualitative and quantitative methods to explore the influence mechanism and process of learning power on professional development of chemistry teachers in township middle schools,so as to improve the level of learning power of chemistry teachers in township middle schools,promote their professional development,and enhance their professional development.This study provides an empirical basis for improving the level of learning ability of township secondary school chemistry teachers,promoting their professional development,enhancing the quality of township secondary school chemistry teachers,and developing the chemistry education and teaching career in China.The following main conclusions were drawn:(1)Overall,the learning power and professional identity of township secondary school chemistry teachers are at a moderate to high development level,while the professional development of township secondary school chemistry teachers is at a moderate development level and the sense of exuberance of work of township secondary school chemistry teachers is at a low development level.(2)In terms of demographic variables,there were significant differences in the learning power of township secondary school chemistry teachers in terms of tenure,education,teaching years and professional titles;significant differences in the professional identity of township secondary school chemistry teachers in terms of teaching years and professional titles;significant differences in the sense of job exuberance of township secondary school chemistry teachers in terms of tenure,teaching years and professional titles;and significant differences in the professional development of township secondary school chemistry teachers in terms of education,teaching years and professional titles.There were significant differences in the professional development of rural secondary school chemistry teachers in terms of education,teaching age and professional title.(3)There was a significant positive correlation between the learning power,professional identity,sense of exuberance and professional development of chemistry teachers in rural secondary schools.(4)The four dimensions of learning of chemistry teachers in township secondary schools,namely,basic learning,receptive learning,inquiring learning,and transforming learning,all had significant positive effects on the professional development of chemistry teachers,and the professional identity of chemistry teachers and the sense of exuberance of chemistry teachers played multiple mediating roles in the influence of learning of chemistry teachers on the professional development of chemistry teachers in township secondary schools.The main innovations of this study are:(1)to study the influence on chemistry teachers’ professional development from a new perspective of chemistry teachers’ learning power in township secondary schools;(2)to confirm that chemistry teachers’ professional development is the result of the combined effect of chemistry teachers’ learning power,sense of job exuberance and professional identity factors;and(3)to reveal the mechanism and process of the influence of chemistry teachers’ learning power on their professional development in township secondary schools.