A Narrative Study On The Occupational Well-being Of Young Teachers In Rural Primary Schools

It not only helps to improve the teaching quality of rural primary school students,but also helps to improve their quality of life.This paper takes narrative research method,selects a young rural primary school teacher in Danyang City,Jiangsu Province as the research object,and describes the story about the sense of occupational happiness in detail.On this basis,this paper analyzes the main reasons for the lack of professional well-being of young teachers in rural primary schools and the main sources of professional well-being.This paper argues that the main reasons for the lack of professional well-being of young teachers in rural primary schools are as follows: poor material treatment,many and complicated jobs,parents’ disrespect for teachers’ work,teachers’ lack of humanistic care,teachers’ lack of happiness ability and teaching autonomy.The main sources of rural primary school young teachers’ professional well-being are as follows: the initial yearning for teachers’ career,the sense of achievement given by students,the harmony between colleagues,the school’s recognition of work and the pursuit of career from the heart.In order to improve the professional well-being of young teachers in rural primary schools,the main measures at the social level are to achieve the balance between the internal and external salaries of primary school teachers,to allocate more full-time teachers to rural primary schools,and to increase the publicity of the positive image of young teachers in rural primary schools;the main measures at the school level are to adopt flexible management,reduce the burden of young teachers,strengthen the system of school-based training,and establish a scientific system It is necessary to establish the assessment system of teaching and give the teaching autonomy.