Why can't rural schools retain young teachers? An analysis of the professional development of rural school teachers in China:Taking teachers in rural western China

Abstract

The continuous shortage of teachers in rural schools in China has become an important issue affecting the balanced development of rural basic education. To investigate the shortage of young teachers in rural schools. This study mainly adopts qualitative research method to enter the field research site and to cohabit with rural primary school teachers. After a one-year field study, a large number of first-hand materials were collected, and the interview results were processed and analyzed using NvivoT11 software. The findings show that the root cause of the shortage young teachers in rural schools is not the insufficient supply of educational human resources but the social spillover problem caused by the needs of professional role adjustment and professional role transformation in rural schools. Notably, By analyzing the shortage of rural school teachers we found that the nature of long-term shortage from teachers' self professional role transformation of knowledge, ability and emotional conflicts. To this end, we from the person's whole life development perspective of the whole put forward the method to thoroughly get rid of the dilemma of long-term, not through the passivity of adequate education human resource injection. But to get rid of poverty through the positive self-professional ability of rural school teachers. This concept is not only beneficial to alleviate the persistent poverty of subject teachers in short supply in rural schools, but also puts forward higher requirements for human development and growth.

Keywords

• Rural school
• Young teachers
• Professional development