【摘要】 镶嵌于家庭关系网络中的教师担负着多重角色，生儿育女、照顾老人等重要事务对其行为和决策产生重要影响。基于家庭生命周期理论，利用G省S市“县管校聘”数据的研究显示，与家庭形成期教师相比，家庭成长期与成熟期教师的流动意愿显著更低；在不同家庭生命周期阶段，影响教师流动意愿的因素不同。教师在“顾家”与“顾校”之间存在一定程度冲突，家庭牵挂和家庭责任对教师流动意愿产生了重要影响。教师流动政策应基于教师差异化需求分层分类施策，对于形成期教师应加强物质激励，对于成长期和成熟期教师应凸显流动的内生发展价值。加强教育家精神培育，整体提升教师乐于奉献、担当时代责任的意识是提升教师流动内生动力的重要举措。更多还原

【Abstract】 Teachers embedded in family relationship networks bear multiple roles, with significant events such as child-rearing and elder care exerting a profound impact on their behavior and decision-making.Based on the theory of the family life cycle and using data from the “county-managed school employment” system in City S, Province G, this study reveals that teachers’ family life cycles include stages such as family formation, growth, maturity, and empty nest.Compared with teachers in the family formation stage, those in the growth and maturity stages show lower willingness to move.The factors influencing teachers’ willingness to move vary across different stages of the family life cycle.A certain degree of conflict exists between “caring for the family” and “caring for the school”, with family ties and responsibilities playing a significant role in shaping teachers’ mobility decisions.Teacher mobility policies should be tailored to the differentiated needs of teachers: material incentives should be enhanced for them in the formation stage, while the intrinsic developmental value of mobility should be emphasized for those in the growth and maturity stages.Strengthening the cultivation of educators’ spirit and enhancing their sense of dedication and responsibility to the times are essential measures to improve teachers’ intrinsic motivation for mobility.更多还原