| In recent years,the State has promulgated and implemented a series of education and teacher policies,attaching great importance to the development of rural education,and is committed to strengthening the construction of a rural teaching force.The effective implementation of the Rural Teacher Support Programme(2015-2020)has basically solved the problem of rural teachers not being able to come,not being able to stay and not being able to teach,but at the same time,the overall level of attractiveness of rural teachers’ careers is not high and the departure rate remains high,which hampers the development of rural education in China.In promoting the revitalisation of rural education,the key is to pay attention to and strengthen the construction of a high-quality rural teaching force.To this end,we need to focus on enhancing the professional attractiveness of rural teachers,injecting new vitality into rural education and promoting rural education development.This paper focuses on the core issue of "factors influencing the career attractiveness of rural teachers",based on two-factor theory,social-ecological system theory and ERG theory.A total of 1635 rural primary and secondary school teachers from provinces J,H and L were surveyed through questionnaires,and some of them were interviewed.The study includes two parts: the current situation of rural teachers’ career attractiveness and the factors influencing rural teachers’ career attractiveness.Firstly,the first part provides a descriptive analysis and a difference analysis of the current situation of the career attractiveness of rural teachers.Secondly,the second part of the study investigates the factors influencing the career attractiveness of rural teachers,including the personal factors(career identity),professional factors(career provision),school factors(school environment),community factors(community environment)and social factors(social expectation)of teachers.On the basis of the regression analysis,path analysis and mediating effect tests were also used to explore the specific paths that affect the career attractiveness of rural teachers.Finally,based on the findings of the study,measures to enhance the career attractiveness of rural teachers are proposed from multiple perspectives.The study concluded the following: the overall career attractiveness of rural teachers was moderately high,with a career attractiveness index of 73.2%.This study analysed the differences in the career attractiveness of rural teachers based on contextual information such as location,gender,age,teaching experience,marital status,education,job title,salary level and distance from home and school.The analysis showed that there was a clear social stratification effect on the career attractiveness of rural teachers: county cities were weaker than rural areas;male teachers were weaker than female teachers;young teachers were weaker than middle-aged and older teachers;unmarried teachers were weaker than married or divorced teachers;those with postgraduate degrees were weaker while those with secondary and middle school degrees were stronger;and the closer the distance between home and school,the more attractive they were.Further analysis of the influencing factors revealed that local sentiment,salary level,public support,teaching ability and sense of belonging had significant positive effects on the career attractiveness of rural teachers,with standardised regression coefficients of 0.318,0.169,0.152,0.129 and 0.104 respectively.in addition,the career identity factor directly influenced the career attractiveness of rural teachers,while the career provision,school environment,In addition,the career identity factor directly influenced the career attractiveness of rural teachers,while the career offer,school environment,community environment and social expectation factors had direct and indirect effects on the career attractiveness of rural teachers,in which the career identity factor played a mediating role.Based on the findings of the study,five recommendations are made from the perspectives of career identity,career provision,school environment,social environment and social expectations: first,at the level of career identity,enhance career identity and build up confidence in rural education;second,at the level of career provision,strengthen teacher training and improve the space for career development;third,at the level of school environment,improve the management mechanism and create a harmonious organizational atmosphere;fourth,at the level of community environment,optimize the construction of facilities and enhance the logistical support for teachers;fifth,at the level of social expectations,strengthen policy support and improve the status of rural teachers. |
