Impact of School, Government, Society and Individuals Influencing Professional Development Strategies of Rural Teachers

Abstract

A rising number of research shows that teachers' ability to excite pupils has an impact on their motivation, involvement, and academic success. The study focuses on the schooling administration development strategies affect rural teachers' skills, motivation, and performance in China's rural schools, as well as school administration support as a mediator. 280 rural school teachers from various schools in China participated in an online and in-person survey for the analysis. The results of structural equation modelling (SEM) show that teaching experience enhances performance. The findings of the study also revealed a relationship between the effectiveness of Chinese rural school teachers and their training, experience, and support from the administration of their respective schools. Additional research can be carried out to keep the understanding of our model accurate. There was yet another drawback to using a quantitative, closed-ended questionnaire. The cross-sectional form of the study makes it challenging to demonstrate a cause-and-effect relationship. A more complex approach, including student responses to instructors' motivation, student interest, and their assessments of teachers' teaching methods, will enable future research to help us better understand the process of teacher motivation. The results of this study can offer useful information to policy makers and educational administrators on the best ways to enhance teachers' abilities and performance in rural areas. The study could also show how these tactics affect teachers' motivation, which is important for keeping good instructors in rural areas.