谁选择成为义务教育教师与其关联性要素研究  

Empirical Study on Impact Factors of a Compulsory Educational Teacher

作　　者：李菡 解光穆[2] LI Han;XIE Guang-mu(School of Economics and Management,Communication University of China,Beijing,100024,China;Ningxia Normal University,Guyuan,Ningxia,756099,China)

机构地区：[1]中国传媒大学经济与管理学院,北京100024 [2]宁夏师范学院,宁夏固原756099

出　　处：《教师教育研究》2022年第4期61-68,共8页Teacher Education Research

基　　金：宁夏回族自治区人文社科重点研究基地——教师教育研究中心“义务教育教师队伍建设研究”(2021NJS002)。

摘　　要：在关注义务教育教师队伍建设时,应注重对谁选择成为教师、哪些因素促使其选择成为教师等“本源性”问题的探究。对N省36所义务教育学校的2895名教师在高考选择报考师范院校与专业时的家庭经济收入、居住地、社会关系及高考成绩等情况进行问卷调查,发现家庭经济相对困难、居住地相对偏远、家庭社会地位相对偏低、高考成绩相对较低群体,更倾向于选择成为义务教育教师。这表明,公费师范生培养政策是有着充分实证依据的,应继续加大对义务教育教师培养的政策支持力度。While fostering and fulfilling capable teachers for compulsory education,issues concerning“origin”on the effect of personal experiences has been identified as impact factors for one to become professional educator.Based on empirical findings from surveying 2895 teachers from 36 compulsory educational schools in N province,elements of their family living area,economic income,social relationship,and college entrance examination scores.This study discovers that becoming compulsory educator is motivated by relatively low and remote status in background factors such as family-income,living area,family social status and college entrance examination scores.The results show that government-subsidized publicly funded grants for normal university students are irreplaceable and indispensable with a positive effect.This study concludes by suggesting the government to extend and elevate policy supports in cultivating teachers for compulsory education.

关 键 词：义务教育 教师来源 方差分析 政策建议 

分 类 号：G451.5[文化科学—教育学]