“入乡”与“离乡”:认同视角下乡村青年教师缘何流动  

Rural Influx and Exodus:The Shifting Willingness of Young Rural Teachers to Relocate from an Identity Perspective

作　　者：苗学杰[1] 李盼盼 MIAO Xuejie;LI Panpan(Faculty of Education,Henan Normal University,Xinxiang,Henan 453007,China)

机构地区：[1]河南师范大学教育学部,河南新乡453007

出　　处：《河北师范大学学报（教育科学版）》2024年第5期125-132,共8页Journal of Hebei Normal University(Educational Science)

基　　金：河南省教育科学规划2022年度重大招标课题“河南省新高考改革政策平稳落地的保障机制研究”(2022JKZB06)。

摘　　要：自我认同、社会结构和组织环境是乡村教师社会认同的重要影响因素。择业青年基于受到同辈群体就业代入影响、在保守选择下进行自我信心塑造、直面就业困境催生求稳心态、对教师职业连带福利的认可,主动选择加入乡村教师队伍。但入职后,乡村青年教师依然对家庭亲密关系具有依赖性,职业地位、工作压力和薪资收入等低回报引发了教师群际之间的消极比较,产生了职业群体内部的信任危机和内群吸引力的退潮,造成乡村青年教师内部心理归属弱化,社会认同发生了降阶式的转变,导致其流动意愿产生并进一步“离乡”。从认同视角下探析乡村青年教师的心路转变,对于进一步探明乡村青年教师的流动原因、保持乡村青年教师队伍稳定性有一定的现实意义。Self⁃identity,social structure,and organizational environment are critical factors that shape the social identity of rural teachers.Young people who choose to work in rural schools often construct their self⁃identity around factors such as“peer attraction,”“conservative rational choice,”“seeking stability,”and“additional benefits.”However,once they enter the rural teaching profession,many young teachers develop an overreliance on close family relationships.Negative social comparisons related to professional status,work pressure,and financial income generate a crisis of trust and weakened attraction within the teaching community.This results in a decline in their internal psychological belonging,leading to a diminished social identity and increased willingness to leave rural postings.Examining the psychological transitions of young rural teachers from an identity perspective provides valuable insights into the underlying causes of their mobility and for developing strategies to maintain the stability of the rural teaching workforce.

关 键 词：乡村青年教师 流动意愿 社会认同 

分 类 号：G525.1[文化科学—教育学]