从政策留人到发展留人:合作交流的专业发展氛围可以留住乡村教师吗

Retaining Teachers from Incentive Policy to Professional Development:Does the Collaborative Climate of Professional Development Among Rural Teachers Has the Effect on Their Retention Intention?

探讨影响乡村教师留任的关键因素,包括乡村教师感知的合作交流氛围、有效专业发展和教学效能感,试图揭示影响乡村教师留任因素之间的中介作用机制。采取分层抽样,选取我国中西部五个省市发展薄弱地区的1643名乡村教师进行问卷调查。结果表明,乡村教师感知的合作交流氛围、有效专业发展与教学效能感对教师留任意愿具有显著的预测作用;进一步的链式中介模型表明,乡村教师感知的专业合作氛围对其留任意愿的影响作用,是通过教师的有效专业发展与教学效能感作为完全的中介变量来实现的。因此,在乡村学校为教师创建合作交流的专业发展文化氛围,成为留住与促进乡村教师发展的有效路径。

The purpose of this study is to explore the key factors affecting rural teachers’retention,including rural teachers’perceived cooperative communication climate,effective professional development and teaching efficacy,and try to reveal the mediating mechanism among the factors influencing rural teachers’retention.A questionnaire survey was conducted among 1643 rural teachers from five provinces in central and western China.The result shows that rural teachers’perceived cooperative communication climate,effective professional development and teaching efficacy have a significant predictive effect on teachers’retention;further chain mediation model shows that the impact of rural teachers’perceived professional cooperation climate on their retention intention is realized through teachers’effective professional development and teaching efficacy as complete mediating variables.Therefore,it is an effective way to retain and promote the development of rural teachers to create a cultural climate of professional development for teachers in rural schools.