| In the new era of rural revitalization,high-quality development has become the theme of rural education development.Building a rural teacher team with love for the countryside,dedication to the countryside,sufficient quantity and excellent practice is the key to realize the high-quality development of rural education.Young teachers are the backbone of the rural teaching team and carry the hope of rural schools and education development.The current situation is that the problem of "frequent departure" and "difficulty in retention" of young teachers in rural areas is frequent,and a large number of rural teachers are lost,mainly young and middle-aged key teachers,which brings a serious challenge to the revitalization of rural education.To accurately grasp the current situation of young rural teachers’ willingness to teach and analyze the factors influencing young rural teachers’ willingness to teach,we can provide references and suggestions for stabilizing and developing the young rural teachers’ team,and promoting young teachers’ peace of mind,willingness to teach,willingness to teach,and enthusiasm to teach.Through reviewing and analyzing the existing literature,we used the job requirement-resource model as the theoretical basis and selected school organizational climate,job stress,job satisfaction,and teaching efficacy as the main variables to construct a model of factors influencing rural young teachers’ willingness to teach.The study was conducted with rural young teachers below 35 counties(districts)in 18 provinces across China,and the reliability and validity of the data were confirmed by conducting sample characteristics statistics and questionnaire quality tests on the returned survey data,and the constructed model was validated by using structural equation modeling method to investigate the influencing factors of rural young teachers’ willingness to teach and the relationship between them.The results of the study showed that(1)the overall willingness of young rural teachers to teach is not strong,and they lack a certain degree of adaptability to rural life and a sense of belief in rural teaching,and nearly half of the young rural teachers have the tendency to leave their jobs.(2)Job satisfaction and school climate were significantly and positively correlated with rural young teachers’ willingness to teach,and job stress was negatively correlated,and the direct path coefficient of job satisfaction was the largest,school climate was the second largest,and job stress was the smallest.(3)School climate not only directly and positively influenced rural young teachers’ willingness to teach,but also positively influenced them through the mediating effects of job satisfaction and job stress.(4)Job stress not only directly and negatively influenced young rural teachers’ willingness to teach,but also negatively influenced them through the mediating effect of job satisfaction.(5)Teaching efficacy significantly moderated the direct negative effect of job stress on rural young teachers’ willingness to teach,and also significantly moderated the indirect negative effect of job stress on rural young teachers’ willingness to teach mediated by job satisfaction.Based on the analysis and conclusions of the study,it is proposed that we should start from job satisfaction,optimize the incentive mechanism to enhance the work motivation of rural young teachers,create a harmonious and democratic school atmosphere to provide good environmental support,reduce the work stress of young teachers to enhance positive emotional experiences,and at the same time,pay attention to the guidance and training of young teachers to enhance teaching efficacy,strengthen the endogenous motivation of young teachers to teach,and build multiple channels for rural young teachers to integrate into rural life. |
