The Impact Of Teacher Rotation Mentality On Teacher Participatio

Nowadays,along with the requirements of achieving educational equality and promoting the balanced development of compulsory education in China,teachers,as the most important educational resources,play a very important role in improving the quality of education and promoting the balanced development of education,teacher rotation is becoming a necessity.While,the success of the implementation of the rotation and exchange system is directly related to whether the rotating teachers can fully integrate and participate,meanwhile,play a corresponding role in the various affairs of the inflowing school.Using two schools in J city as the research subjects,this paper used a qualitative research method to explore and analyze in depth the influence of different rotational teachers’ mentality on teachers’ participation in the rotation process from three aspects:knowledge domain,interaction relationship,and participation form.The study found that(1)in terms of knowledge domain,there are generally unified teaching and research themes formulated by the teaching and research office in the county,and rotation teachers are generally weakly involved in the standardized teaching and research themes,but the teaching and research atmosphere of the school and the degree of feedback from peer teachers have an important influence on rotation teachers’ mentality and participation motivation in teaching and research,and rotation teachers’ mentality in turn deeply influences rotation teachers’ participation and effectiveness in teaching and research activities.(2)The interaction can be viewed from three aspects: in the peer relationship,regardless of the reason,rotating teachers will try to avoid conflicts and make peace with each other;in the teacher-student relationship,there is deep participation and shallow participation depending on the positive attitude or not;in the home-school relationship,there is also autonomous participation and defensive participation depending on the attitude.(3)In terms of the form of participation,rotating teachers generally take the initiative to fully participate in students’ development based on their sense of responsibility as teachers.At the level of teacher development,teachers with more experience in education and teaching have the advantage of being more active,but due to the short rotation time and school atmosphere,their enthusiasm may be frustrated in the process of participation,making it difficult for them to fully participate in it.At the school development level,most of the rotating teachers have a relatively negative attitude and do not intend to participate too much due to the short rotation time and their own orientation,and their participation is mainly borderline.Research has shown that the more positive a teacher’ s rotation mindset is,the higher the overall participation is,and vice versa,and that a teacher’s rotation mindset can change over the course of a rotation,either positively or negatively,depending on a variety of factors.Personality,family,and external motivational factors together influence teachers’ initial willingness to rotate,and are the most fundamental factors affecting teachers’ rotation attitudes and thus their participation in rotation.Finally,we propose corresponding feasible suggestions for the above influencing factors and the problems found in the study.