Li Yangyang, Tian Yuan, Zhao Wei, Oubibi Mohamed, Ding Yunnian
Faculty of Education, Qufu Normal University, Qufu, 273165, China.
Liaocheng Second Experimental Primary School, Liaocheng, 252000, China.
Heliyon. 2024 Sep 18;10(18):e38092. doi: 10.1016/j.heliyon.2024.e38092. eCollection 2024 Sep 30.
Enhancing rural teacher job satisfaction, which is a pivotal aspect in elevating the overall quality of rural education, serves as a crucial means to promote balanced educational development and to foster societal equity and cohesion. The objective of the study was to explore the factors that influence job satisfaction of rural teachers teaching in China's Heartland. 15 rural primary school teachers were meticulously chosen for in-depth interviews, utilizing a qualitative research paradigm and purposive sampling technique, spanning from March 2021 to July 2021. With reference to Hoppock's view of job satisfaction, this study designed an interview outline based on specificities of rural workplaces. Through in-depth interviews, a wealth of first-hand text materials was collected about rural teacher job satisfaction. Then these textual materials were processed with a rigorous tertiary coding based on grounded theory. This study found that rural teacher job satisfaction was influenced by various factors, encompassing both external and internal factors. External factors included national policies, campus culture, and rural environment. Internal factors included growth experience and self-cognition. Further, strong external support was strongly associated with improvement of rural teacher job satisfaction. Intra-individual characteristics of rural teachers were the most implicit influencing factors.
提高农村教师的工作满意度是提升农村教育整体质量的关键环节，是促进教育均衡发展、推动社会公平与和谐的重要手段。本研究旨在探究影响中国中部农村教师工作满意度的因素。2021年3月至2021年7月，采用定性研究范式和目的抽样技术，精心挑选了15名农村小学教师进行深入访谈。参照霍波克的工作满意度观点，本研究根据农村工作场所的特点设计了访谈提纲。通过深入访谈，收集了大量关于农村教师工作满意度的第一手文本资料。然后，基于扎根理论对这些文本资料进行了严格的三级编码处理。研究发现，农村教师工作满意度受多种因素影响，包括外部因素和内部因素。外部因素包括国家政策、校园文化和农村环境。内部因素包括成长经历和自我认知。此外，强大的外部支持与农村教师工作满意度的提高密切相关。农村教师的个体特征是最隐性的影响因素。
