The Quality of Public-funded Oriented Physical Education Normal Students’ Cultivate in Guangdong Province

Abstract

Background and Aim: Guangdong Province in February 2018 the province-wide launch of the Guangdong "new teacher training" construction implementation programs, used to improve the rural music, physical education, and art teacher structure imbalance of the status quo. This research aim was to avoid the risks of the cultivation of public-funded oriented physical education normal students in Guangdong Province in all phases of the cultivation process. Materials and Methods: This study was to study the motivation for applying public-funded oriented physical education to normal students in Guangdong Province, the indicator system for the development of rural feeling, and the factors influencing the willingness to comply. Analyze software programs were used to analyze the data collected from 462 public-funded oriented physical education normal students. Researchers use self-administered questionnaires and analyze descriptive statistics and exploratory factor analysis. Use the Delphi method and hierarchical analysis, with the first 2 rounds used to determine the indicator system and the third round used to calculate the weights of each indicator. The result: (1) By the discriminant validity analysis shown the value of the factors influencing were 0.921 (Teacher’s Love), 0.8800 (Self-awareness), 0.789 (Career Benefits), and 0.819 (Policy dividends). (2) By combining the results of the first and second rounds of expert questionnaires, the final evaluation index system for public-funded oriented physical education normal students’ sentiments towards local teaching was determined to consist of 4 primary indicators, 10 secondary indicators, and 30 tertiary indicators. Conclusion: The factors influencing the motivation for applying for public-funded oriented physical education for normal students include four factors: Policy dividends, Career Benefits, Self-awareness, and Teacher’s Love. Rural feeling can be used as a mediating variable to influence the effect value of learning engagement and willingness to comply, School Climate can be used as a moderating variable to regulate the relationship between learning engagement and Rural feeling, as well as learning engagement and willingness to comply. In particular, when the School Climate tends to be 'local', the effect of learning engagement on Rural feelings and willingness to comply is greater.