“坚守”或“逃离”——基于乡村教师离职意愿调查的质性研究

“Persistence” or “Escape”—Qualitative Study Based on the Investigation of Rural Teachers’ Turnover Intention

摘要: 为了解乡村教师的离职意愿，采用质性研究方法对16位乡村教师进行调查研究。结果显示：乡村教师“坚守”乡村的主要原因有：高度的职业认同和教育情怀；工作稳定，工资待遇高；工作竞争压力较小及和谐的人际关系。乡村教师“逃离”乡村的主要原因有：乡村学生基础差，削弱教师的成就感和教学工作热情；教学工作量大，跨学科教学及教学外的工作带来巨大工作压力；子女教育和婚恋问题；物质条件匮乏和精神需求不能满足。从乡村教师自身角度提出留住乡村教师的建议主要有：保障工资待遇的同时重点提升对教师的情感关怀；搭建教师发展平台，建立有效的激励机制；统筹协调各校师资，集中优势力量办好乡村学校。

Abstract: In order to understand the turnover intention of rural teachers, 16 rural teachers were investigated by qualitative research method. The results show that the main reasons why rural teachers “stick to the countryside” are: High professional identity and educational feelings; Stable work and higher wages; Less competitive pressure and harmonious interpersonal relationship. The main reasons why rural teachers “flee” the countryside are: The poor foundation of rural students weakens teachers’ sense of achievement and enthusiasm for teaching; Workload is large, and interdisciplinary teaching and work outside teaching bring great work pressure; Children’s education and marriage; Lack of material conditions and unsatisfied spiritual needs. From the perspective of rural teachers themselves, the suggestions to retain rural teachers are as follows: While ensuring the salary, focus on improving the emotional care for teachers; Build a teacher development platform and establish an effective incentive mechanism; Coordinate the teachers of all schools and concentrate superior forces to run rural schools well.