乡村教师职业情怀的现状与特征

The Present Situation and Characteristics of Rural Teachers’ Professional Feelings

党的十九大提出实施乡村振兴战略,强调优先发展农村教育事业。乡村教师队伍建设是农村教育的核心问题,影响着我国教育现代化的整体水平。2015年,国务院颁布《乡村教师支持计划(2015-2020年)》,乡村教师队伍建设迎来新高潮。建设好乡村教师队伍,增加教育公共服务供给,以更好地服务乡村振兴,是重要的时代命题。职业情怀是乡村教师“下得去”“留得住”“教得好”的重要前提和支撑。当前乡村教师的职业情怀如何?呈现哪些特征?如何提振乡村教师的职业情怀?对最具代表性的13个国家级连片贫困区的约500名乡村学校教师的调查显示:当前乡村教师职业情怀处于中偏上水平,但在职业热爱感、职业责任感、职业使命感、职业自信感、职业创新感5个维度上存在内部差异。不同年龄、教龄、职称和工资待遇的乡村教师职业责任感和职业使命感无显著差异,是职业情怀中较为稳定的两个因素;而职业热爱感、职业自信感、职业创新感等受年龄、教龄、学历、职称、工资待遇等影响较大。立足乡村教师的生存境遇,为使有职业情怀的乡村教师更具幸福感,需要从夯实乡村教师的经济基础、破解乡村教师的职称晋升障碍、改善乡村学校与家庭关系、增加乡村学校人员编制和激发乡村教师内在动力等多方面入手。

The 19th National Congress of the Communist Party of China put forward the strategy of rural revitalization, emphasizing the priority of developing rural education. The construction of rural teachers is the core of rural education, which affects the overall level of education modernization in China. In 2015, the State Council promulgated The Plan for Supporting Rural Teachers (2015-2020), ushering in a new upsurge in the construction of rural teachers. It is an important proposition of the times to build a good contingent of rural teachers, increase the supply of public education services, and provide better services for rural revitalization. Professional feelings are the important premise and support for rural teachers to go down, stay and teach well. How about the current professional feelings of rural teachers at present? What are the characteristics? How to boost the professional feelings of rural teachers? The survey of about 500 rural teachers in the most representative 13 national-level contiguous poverty-stricken areas shows that the current professional feelings of rural teachers are at the upper-middle level, but there are internal differences in the five dimensions of professional love, professional responsibility, professional mission, professional self-confidence and professional innovation. Rural teachers of different ages, teaching age, professional title and salary have no significant difference in professional responsibility and professional mission. Professional responsibility and professional mission are the two stable factors of professional feelings. Professional love, professional self-confidence and professional innovation are greatly influenced by age, teaching age, educational background, professional title and salary. Based on the survival situation of rural teachers, in order to make rural teachers with professional feelings feel more happy, it is necessary to start from many aspects, such as consolidating the economic foundation of rural teachers, cracking the obstacles of promoting the professional title of rural teachers, improving the relationship between rural schools and families, increasing rural schools’ staffing, and stimulating rural teachers’ internal motivation.