双因素理论视角下新生代乡村幼儿教师“留与流”的扎根研究

Grounded Research on“Staying or Leaving”of the New Generation of Rural Preschool Teachers from the Perspective of Two-factor Theory

乡村幼儿教师“留不住”是制约乡村学前教育高质量发展的短板。基于双因素理论视角,采用扎根研究,围绕“过去—现在—未来”的研究主线,从个体角度刻画新生代乡村幼儿教师“留与流”的发展轨迹。研究发现:“过去”,在保健、激励和情感因素的影响下,新生代乡村幼儿教师经历了离职倾向事件产生时的“冲动与隐忍”、发展中的“弱化与消解”、结尾处的“无奈与迷茫”;“现在”,在内外干预措施的影响下,新生代乡村幼儿教师选择了受制于外的“长期留”和普遍的“暂时留”的职业生存策略;面临现实与理想的“两难”,“未来”的个人职业转向为隐性的“长期流”和显性的“迟早流”。新生代乡村幼儿教师“留与流”的发展轨迹背离了“留得住”的政策目标,而实现“目标契合”的关键在于健全幼儿教师队伍稳定长效发展的机制。

Rural preschool teachers“can not stay”is restricting the high-quality development of rural preschool education.Based on the perspective of two-factor theory,adopted qualitative research,The main line of research around“past-present-future”,described“Staying or Leaving”developmental trajectories of rural preschool teachers from an individual perspective.The study found that:“Past”,under the influence of health,incentive and emotional factors,rural preschool teachers experienced the“impulse and forbearance”in the occurrence of turnover intention event,the“weakening and digestion”in the development,and the“helplessness and confusion”in the end;“Present”,their career survival strategies are dominated by the external“long-term stay”and the universal“temporary stay”with internal and external interventions;face the“dilemma”between reality and ideal,the“future”individual career shifts to an implicit“long-term leaving”and an explicit“sooner or later leaving”.“Staying or Leaving”developmental trajectories of rural preschool teachers deviate from the policy goal of“can stay”,and the key to achieve“goal alignment”is to improve the stable long-term mechanism of preschool teachers.