湖南乡村教师的生存状态与改善路径

Living Situations of Rural Primary School Teachers in Hunan Province and Improvement Measures

关注乡村教师的生存现状,提高乡村教师的生活质量,对促进乡村教育改革具有举足轻重的作用。对湖南省14个地级市和自治州872名乡村教师的生存状态的调查表明,湖南乡村教师既存在积极的一面,如工作成就感较高,离职倾向较低,心理健康良好,社会关系和谐;同时也存在消极的一面,如工作压力较大,社会地位较低,工作倦怠较高,体育锻炼时间和方式有限、精神生活贫乏等。政府部门应针对乡村教师特殊的生存状态及影响因素,落实乡村教师优惠政策,推进乡村教师工作重塑,促进乡村教师身份重构,完善乡村学校基础设施,重构乡村学校文化生态,从而提升乡村教师生存质量,稳定乡村教师队伍。

It is very important to improve the life quality of rural primary school teachers in order to promote the rural education reform. In this study, we surveyed the living situations of 872 rural primary school teachers in 14 prefecture- level cities and autonomous prefectures in Hunan Province, including work stress, career identity, mental healthy, physical health and social relationship. The result shows that these rural primary school teaches have not only positive aspects, such as high job achievement, low turnover intention, good mental health, and harmonious social relation also negative aspects, such as high work stress, low social status, high job burnout, limited physical exercise, and poor spiritual life. Thus, the government should take proactive measures to improve the living situations of these rural teachers. It is suggested that the preferential policy should be practiced, and measures should also be taken in terms of job crafting, identity reconstruction, improvement of school infrastructures and reconstruction of rural culture, in order to improve the life quality of rural teachers.