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ZHAO Ying, LI Min, XU Wen-wen. The practical dilemma and support path of rural teacher team construction——Data analysis based on 4587 questionnaires and 232 interviews in S province[J]. Journal of Teacher Education.
Citation: ZHAO Ying, LI Min, XU Wen-wen. The practical dilemma and support path of rural teacher team construction——Data analysis based on 4587 questionnaires and 232 interviews in S province[J]. Journal of Teacher Education.
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The practical dilemma and support path of rural teacher team construction——Data analysis based on 4587 questionnaires and 232 interviews in S province

  • School of Education Science, Shanxi Normal University, Taiyuan Shanxi 030031, China

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  • MSC: G451.2

  • Rural teachers are the backbone of high-quality development of rural education. Based on the background of rural revitalization and high-quality education development, focusing on the theme of rural teacher team construction, qualitative interviews and questionnaires were conducted on two subjects of rural school principals and teachers. The results showed that rural teachers had problems such as insufficient quantity, weak stability, low salary, narrow promotion channels, high level of job burnout, and unsatisfactory training results. It is suggested to provide support from six dimensions, such as teacher supplement, public service, material resources, development platform, physical and mental burden reduction, and teacher training, so as to improve and perfect the development ecology of rural teachers.
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The practical dilemma and support path of rural teacher team construction——Data analysis based on 4587 questionnaires and 232 interviews in S province

Abstract: Rural teachers are the backbone of high-quality development of rural education. Based on the background of rural revitalization and high-quality education development, focusing on the theme of rural teacher team construction, qualitative interviews and questionnaires were conducted on two subjects of rural school principals and teachers. The results showed that rural teachers had problems such as insufficient quantity, weak stability, low salary, narrow promotion channels, high level of job burnout, and unsatisfactory training results. It is suggested to provide support from six dimensions, such as teacher supplement, public service, material resources, development platform, physical and mental burden reduction, and teacher training, so as to improve and perfect the development ecology of rural teachers.

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