个体、学校与社会:义务教育阶段城乡教师再流动影响因素分析  

Individual,School and Society:the Influencing Factors of the Re-mobility of Urban and Rural Teachers in Compulsory Education

作　　者：宁芳艳[1] 李雯雯 罗泽意[1] NING Fangyan;LI Wenwen;LUO Zeyi

机构地区：[1]湘潭大学公共管理学院,湖南湘潭411105

出　　处：《淮南师范学院学报》2023年第4期98-104,共7页Journal of Huainan Normal University

基　　金：湖南省教育厅一般项目“县域教师资源城乡融合关键因素甄选及政策供给优化研究”(20C1782);湖南省教育厅优秀青年项目“新时代县域教师资源城乡融合机制创新研究”(18B083)。

摘　　要：文章对1035份有流动经历教师的调查问卷进行整理研究,基于推拉理论建立研究假设,分别从个体因素、学校因素、社会因素3个角度对教师流动意愿进行了相关性分析,并对影响城市教师和农村教师流动意愿的因素进行了简要对比。研究表明:义务教育阶段城乡教师再流动意愿的影响因素具有较大差异;个人专业能力的提高、学校的硬件设施、学校的工作氛围、学校的管理方式、学校的福利待遇和当地经济条件6个变量显著影响城市教师的再流动意愿;个人发展目标、学校地理位置、学校管理方式和学校社会声望4个变量显著影响农村教师的再流动意愿。基于此,文章提出建议:重视教师主观流动意愿,构建城乡双向轮岗交流制度;完善学校基础设施建设,创新学校管理模式;帮助教师建立职业认同感的信念。This paper conducts a correlation analysis on the willingness of teachers to flow from the perspectives of individual factors,school factors and social factors through the questionnaire on 1035 teachers with floating experience.Based on push-pull theory,the paper establishes research hypothesis and made a brief comparison of the factors that affect the willingness to flow of urban teachers and rural teachers.The research shows that there are great differences between urban and rural teachers’re-mobility intention in compulsory education stage.Six variables,such as improving professional ability,school hardware facilities,school working atmosphere,school management method,school welfare treatment and local economic conditions,significantly affect the re-mobility intention of urban teachers.Personal development goals,geographical location of school,school management and school social prestige significantly affect rural teachers’willingness to re-mobilize.Based on these,the paper suggests to attach importance to teachers’subjective willingness to flow,build a two-way rotation exchange system between urban and rural areas,improve school infrastructure construction,innovate school management models,and enhance teachers’professional identity.

关 键 词：义务教育 教师 再流动 

分 类 号：G525.1[文化科学—教育学]