【摘要】 乡村从教意愿是农村定向师范生履约任教的内在动力，也是影响其服务期满后能否继续留任的重要因素。通过对河北省三所地方高校537名农村定向师范生的乡村从教意愿、利他主义和教师职业认同调查发现，农村定向师范生乡村从教意愿和利他主义处于中等水平，教师职业认同处于较高水平，利他主义和教师职业认同对乡村从教意愿存在显著影响，教师职业认同在利他主义和乡村从教意愿之间起部分中介作用。要提高农村定向师范生乡村从教意愿，地方政府和高校应进一步优化招生和培养机制，培养学生的利他精神，改善乡村学校生活和工作条件，使定向师范生“下得去”“留得住”。更多还原

【Abstract】 The rural teaching willingness is the internal driving force to promote oriented normal students to teach in the rural schools, and remain there after their service period. Through a survey of rural teaching willingness, altruism and teacher professional identity among 537 oriented normal students in rural areas from three local universities in Hebei Province, it’s found that the rural teaching willingness and the altruism are at an intermediate level, the teacher professional identity is at a high level, altruism and teacher professional identity have significant impact on the rural teaching willingness, and teacher professional identity plays a partial mediating role between altruism and rural teaching willingness. In order to strengthen the rural teaching willingness of oriented normal students, local governments and universities should further optimize the enrollment and training mechanism, cultivate their altruism, and improve living and teaching conditions of rural schools.更多还原