【作者】 金惠子；

【导师】 金洙成； 钟卫华；

【作者基本信息】 延边大学 ， 公共管理（专业学位）， 2024， 硕士

【摘要】 城乡教育均衡一直以来是教育的重点工作,而城乡教育差距主要是由城乡师资水平不同所致,乡村教育要想高质量发展,关键取决于乡村教师队伍的建设。随着国家对教师队伍的重视,近年来教师队伍已有很大改善,但是乡村受城市快速发展影响,乡村学校的优秀教师不断流向城市,乡村师资队伍面临“编满缺人”、流失过快过多、消极怠工等问题。因此,需要调动乡村教师工作积极性,稳定乡村师资力量,吸引城镇优秀教师及社会优秀人才到乡村支教,对乡村师资队伍进行有效优化。本文基于ERG理论,对Y市周边乡村学校通过问卷调查及访谈的方式进行调查研究,并分析问卷所得数据,整理访谈内容,从生存需要、相互关系需要、成长发展需要三个层面,分析乡村师资队伍存在的问题,并结合日本、韩国的成功经验所得到的启示,提出问题的解决对策。研究发现,在乡村师资队伍激励方面存在诸多问题,包括:薪酬福利、工作环境急需改善,人际关系不协调,职业认同感、社会地位不高,职称制度有待完善,培训、交流机会少,工作缺乏自主性和挑战性,等等。针对发现的问题,从生存需要层面,采取实行绩效工资制度、增加各项补助津贴,加快完善学校硬件设施、改善学校周边交通及环境的激励措施;从相互关系需要层面,采取帮助教师建立融洽的人际关系、使教师工作回归本位、营造良好的职业环境等激励措施;从成长发展需要层面,采取正向引导压力、重塑工作挑战性,结合交流轮岗措施、完善职称晋级制度,民主化管理、促进教师参与决策,增加乡村教师培训机会,关注教师发展、实现自我价值等激励措施。通过这一系列内在激励和外在激励相结合的对策,实现乡村师资“留得住,引得来,有提高”,为推动乡村教育优质发展,提供借鉴参考价值。更多还原

【Abstract】 The balance of urban and rural education has always been the focus of education,and the gap between urban and rural education is mainly caused by the different levels of urban and rural teachers.The high-quality development of rural education depends on the construction of rural teachers.With the country’s emphasis on teachers,the teaching staff has been greatly improved in recent years.However,due to the rapid development of the city,the excellent teachers of rural schools continue to flow to the city,and the rural teaching staff is facing the problems of"full staffing and shortage",excessive loss,and slack work.Therefore,it is necessary to mobilize the enthusiasm of rural teachers,stabilize rural teachers,attract excellent urban teachers and social talents to rural areas,and effectively optimize the rural teachers.Based on the ERG theory,this study investigates and studies the rural schools around Y city through questionnaire survey and interview,analyzes the data obtained from the questionnaire,sorts out the interview content,and analyzes the rural teachers from the three levels of survival needs,mutual relationship needs,and growth and development needs.The problems existing in the team,combined with the enlightenment obtained from the successful experience of Japan and South Korea,put forward the solutions to the problems.The study found that there are many problems in motivating rural teaching staff,including:salary and welfare,work environment needs to be improved,interpersonal relationship is not coordinated,professional identity,social status is not high,the title system needs to be improved,training,communication opportunities,lack of autonomy and challenge,and so on.In view of the problems found,from the perspective of survival needs,incentive measures are taken to implement the performance salary system,increase various subsidy allowances,accelerate the improvement of school hardware facilities,and improve the traffic and environment around the school;from the perspective of mutual relationship needs,incentive measures should be taken to help teachers establish harmonious interpersonal relationships,make teachers’work return to the standard,and create a good professional environment.From the perspective of growth and development needs,we should take positive guidance pressure,reshape work challenges,combine exchange rotation measures,improve the title promotion system,democratic management,promote teachers’participation in decision-making,increase rural teachers’training opportunities,pay attention to teachers’development and realize self-worth.By combining this series of internal and external incentives,rural teachers can be retained,attracted and improved,so as to provide reference value for promoting the high-quality development of rural education.更多还原