小学教育公费定向师范生职后工作满意度的影响因素与提升策略——基于广东省的追踪调研

Influencing Factors and Improvement Strategies for In-Service Job Satisfaction of Government-Funded Targeted Primary Education Teachers—A Tracking Survey in Guangdong Province

摘要: 聚焦广东省小学教育地方公费定向师范生的职后工作满意度问题，基于ERG激励理论和双因素理论，通过问卷与访谈对惠州学院和岭南师范学院的小学教育公费定向师范毕业生进行调研，系统分析其满意度现状及影响因素。研究发现：公费定向师范生的整体满意度处于中等偏上水平，呈现“高人际关系–低物质回报”的差异化特征，同事关系与自我实现满意度最高，工作强度与薪酬福利显著偏低。性别、毕业院校、就职地区及工资水平构成影响因素——男性在领导关系和工作环境维度显著优于女性；惠州学院公费定向师范生在自我实现、薪酬福利及同事关系维度表现更优；县城教师对全科培养的适应性显著高于乡镇教师；高收入群体(>7000元)在薪酬福利、工作环境及自我实现维度优势明显。研究揭示当前政策存在“城乡培养方案同质化”和“非教学任务过载”等结构性问题，并提出“差异化薪酬激励”“工作量化管理”“强化女教师职业支持”“乡土化课程重构”及“优化福利保障机制”五项策略，为改善广东省公费定向师范生培养政策、促进乡村教师队伍稳定提供依据。

Abstract: This study investigates the in-service job satisfaction of graduates from the Government-Funded Targeted Teacher Training policy for primary education in Guangdong Province. Framed by ERG theory and the Two-Factor Theory, the research employs questionnaires and interviews with graduates from Huizhou University and Lingnan Normal University to systematically analyze their satisfaction levels and determinants. The findings reveal a moderately high overall satisfaction, characterized by a “high interpersonal relationships but low material returns” disparity. Satisfaction with colleague relationships and self-actualization is the highest, while workload and compensation are significantly lower. Key influencing factors include gender, alma mater, work location, and income level: male teachers report significantly higher satisfaction with leadership relationships and work environment than their female counterparts; graduates from Huizhou University exhibit higher satisfaction in self-actualization, compensation, and colleague relationships; teachers in county schools demonstrate better adaptability to generalist teaching than those in township schools; and the high-income group (monthly income > 7000 RMB) shows marked advantages in compensation, work environment, and self-actualization. The study identifies structural issues within the current Government-funded Targeted Teacher Training policy, such as “homogenized urban-rural training programs”, and “overload of non-instructional duties”. It proposes five improvement strategies: “differentiated compensation incentives”, “quantified workload management”, “enhanced professional support for female teachers”, “localized curriculum restructuring”, and “optimized welfare mechanisms”. These proposals serve as an evidence-based basis for refining the Government-funded Targeted Teacher Training policy in Guangdong and promoting the stability of the rural teaching workforce.