美国乡村教师保留率及其社会支持路径研究  

Retention and Social Support of Rural Teachers in the U.S.

作　　者：韩悦[1] 周正[1] HAN Yue;ZHOU Zheng(School of Education Science,Harbin Normal University,Harbin 150025,China)

机构地区：[1]哈尔滨师范大学教育科学学院,哈尔滨150025

出　　处：《比较教育学报》2022年第1期127-142,共16页Journal of Comparative Education

基　　金：国家社会科学基金一般项目“农民工随迁子女平等接受教育研究”(项目编号:13BSH019);2020年度黑龙江省哲学社会科学研究规划项目“建设黑龙江高质量农村基础教育保障体系的对策研究”(项目编号:20EDH034)。

摘　　要：充足的师资和稳定的教师队伍是提高乡村教育质量的前提和基本保障。对美国教师流动趋势的历时态分析结果表明,美国乡村教师保留率呈现稳中有进的样态,且与城市、城郊及城镇教师保留率差距甚微:2003-2013年美国乡村公立中小学教师流失的状况得到了一定的控制,转校教师人数逐渐减少;2015-2017年期间,美国公立中小学乡村教师的总转校率和流失率低于非乡村教师,而保留率高于非乡村教师,这一态势的形成与各级政府及社会组织为乡村教师提供的一系列社会支持息息相关。由于基本薪资相对较低、可利用资源相对匮乏、情感动力相对不足,美国早期乡村教师流失严重。基于上述成因,美国建立了政府主导、多方协作的乡村教师支持体系,并有针对性地为乡村教师提供社会支持。在经济支持上,给予了乡村教师差异化经济补偿。在专业支持上,建立了系统的职业发展体系;提供了丰富的教育资源;为教师领导力的提升提供了可能。在心理支持上,创设了基于尊重、信任和协作的环境氛围;帮助教师构建外部网络,增强职业认同感。由此,美国得以较为有效地维持并提高其乡村教师保留率。以此为鉴,为提高我国乡村教师保留率,应在提高乡村教师经济支持的基础上,着重从增进教师文化认同感、促进教师专业内生发展、关注教师心理生活空间三方面予以乡村教师社会支持。Sufficiency and stableness of teachers is prerequisite and basic guarantee for improving the rural education quality.A diachronic analysis of the U.S.teacher retention and turnover suggest that the retention rate of the U.S.rural teachers had a stable and even increasing trend,and showed little difference with which of teachers in urban areas,suburbs and towns.From 2003 to 2013,the turnover rate of teachers in the U.S.rural public schools has been controlled to a certain extent,and the number of teachers transferred has gradually decreased.During 2015 and 2017,the total transfer rate and the turnover rate of rural teachers in the U.S.public schools were lower than non-rural teachers,and the retention rate was higher.The formation of this situation was closely related to the social support provided by the U.S.government and social organizations to rural teachers.Due to the relatively low basic salary,the relative lack of available resources and emotional motivation,the turnover rate of the U.S.rural teachers was seriously high in the past.Based on the above reasons,the U.S.has established a government-led,multi-collaborated rural teacher support system,and providing targeted social support for rural teachers.In terms of economic support,rural teachers have been given differentiated economic compensation.In terms of professional support,a systematic career development system has been established,abundant educational resources have been provided,and the improvement of teacher leadership has been offered.In terms of psychological support,an environment based on respect,trust and collaboration has been created,and the external networks that help to enhance rural teachers’ sense of professional identity have been built.As a result,the U.S.has been able to maintain and improve its rural teacher retention rate more effectively.In order to increase the retention rate of rural teachers in our country,we should emphasize corresponding social supports in teachers’ cultural identity,professional endogenous development and

关 键 词：美国 乡村教师 教师保留率 社会支持 

分 类 号：G4[文化科学—教育学]