Research on the influencing factors and guiding strategies of the dynamic willingness of public funded normal university students to teach

Key words: 
• government-funded normal students /
• government-funded normal student policy /
• willingness to teach /
• village teacher

Abstract: Through in-depth interviews with 69 provincial/ministry public funded normal students who are currently studying and have graduated,this paper analyzes the factors affecting the dynamic teaching willingness of public funded normal students and their correlation by using the grounded theory method and three-level coding,and considers how to improve the policy of public funded normal students. The results show that:personal ideal and professional image are the continuous influencing factors of public funded normal college students' willingness to teach;External factors such as score limitation,others' suggestions,teacher's influence,family situation,policy perception,and internal factors such as self-awareness will affect the “virtual teacher”'s willingness to teach before applying for the exam. The study experience,career experience and willingness to fulfill the contract will affect the “prospective teachers” willingness to teach. Development choice and teaching loyalty will affect the willingness of “formal teachers” after working. From examination to study and then to employment, the dynamics of public funded normal university students can be divided into four types from teaching intention:positive stability,positive forward transformation,negative stability and negative reversal. In this regard,we can focus on the three stages of application,study and employment,aiming at the factors affecting the willingness to teach,improve the policy of public funded normal college students, so that excellent students who are happy to teach can choose and take root in grassroots education.