Rural Primary School Teachers Research Articles

Rural-Based Primary School Teachers’ Inculcated Servant Leadership Skills and their Enhanced Capacity of Addressing Rural Education Challenges through Edu-Heroes Initiative in Tanzania

ABSTRACT This article reports the findings of a qualitative tracer study that was conducted for teachers in 13 rural-based primary schools in Tanzania. These teachers had benefited from a leadership training dubbed “Edu-heroes Initiative.” The project had been designed to enhance rural primary school teachers’ capacity to address rural education challenges through servant leadership. The tracing aimed to document their improvements evident in the actions they took in their respective rural schools, which were considered as primary units of analysis. The initiative had six phases – planning for training, participants’ selection, initial face-to-face training, participants’ deployment, and online post-trainings for a year, continuous data collection, and data analysis and report writing. Through thematic analysis, the tracer results show that the leadership trainings offered the necessary servant leadership skills to rural-based primary school teachers, who demonstrated enhanced capacity in finding local solutions to rural education challenges soon after their deployment. They engaged and created constructive connections with their students and other stakeholders in the pursuit of lasting solutions to the problems facing rural education. The article, therefore, recommends for scaling up of such continuous professional development to empower all rural-based teachers, with their innovative ideas deserving special attention and support from educational leaders and local communities for relevant and sustainable schools’ improvement

How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy

AbstractQuality‐oriented education under the guidance of the ‘Double Reduction’ policy aims to ensure all children grow in an all‐around way with different backgrounds. However, many left‐behind children (LBC) whose parents work away in cities have a greater tendency toward academic and mental problems compared with non‐left‐behind children. Teachers are the important adults in the lives of the LBC who spend much time staying with each other. This study draws from interviews with 16 rural primary and secondary school teachers. Guided by social support theory, this qualitative research highlighted the importance of teacher support on children's learning adjustment through social support networks. It argued that strategic guidance of teachers targets individuals' difficulties in the environment through emotional support, material support, information support and companionship. Under the ‘Double Reduction’ policy, teachers adopted tiered instruction and offered after‐school services to meet the needs of LBC. Finally, the result revealed that rural teachers help LBC change their learning attitudes, thereby promoting self‐learning ability.

Research on Phonics and Vocabulary Teaching in English Classroom of Rural Primary Schools

The first step in language learning is to learn how to pronounce, and pronunciation is not only the starting content of language learning, but also the cornerstone of language learning. This article takes English pronunciation teaching in rural primary schools as the starting point to explore and analyze the current teaching methods of pronunciation taught by rural primary school teachers, and proposes some feasible suggestions from the current education perspective. And in this process, the teaching methods of English vocabulary were mentioned. By combining different researchers' explanations of the teaching methods of English vocabulary, better vocabulary teaching methods were obtained in the later stage, allowing students to learn knowledge happily. In response to the current situation of rural primary school teaching, some suggestions are also proposed, such as strengthening the horizontal and vertical infiltration of pronunciation and intonation teaching content in pronunciation teaching, and paying attention to the comprehensive development of pronunciation; And in vocabulary teaching, teachers need to create a vocabulary teaching context and encourage students to comprehensively use vocabulary.

A Study of Social Environmental Support and Turnover Intention among Rural Primary School Teachers in China

A Study of Social Environmental Support and Turnover Intention among Rural Primary School Teachers in China

Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement

In this study, we employed the chain mediation model to examine the associations between teacher-student relationships, resilience, learning engagement, and subjective happiness among left-behind children (LBC). A sample of 431 LBC from southwestern China was assessed at three different time points at six-month intervals. The Subjective Happiness Scale, Teacher-Student Relationship Scale, Connor-Davidson Resilience Scale, and Learning Engagement Questionnaire were utilised for measurement purposes. The findings revealed that the subjective happiness of LBC was influenced by their teacher-student relationships through the separate pathways of resilience and learning engagement. Moreover, the teacher-student relationship could predict LBC’s subjective happiness either via a pathway from resilience to learning engagement or through a pathway from learning engagement to resilience. This study underscores the crucial role of teachers in facilitating positive development among LBC and highlights implications for policymakers to prioritise quality training for teachers in rural primary schools. By enhancing childhood teachers’ understanding of key factors influencing children’s positive development, appropriate strategies can be implemented effectively to support LBC.

A Study of the Relationship between Work Engagement, Psychological Capital and Professional Identity of Rural Primary School Teachers

A Study of the Relationship between Work Engagement, Psychological Capital and Professional Identity of Rural Primary School Teachers

Research on the professional dilemma and improvement strategies of rural primary school teachers under the background of rural revitalization

Research on the professional dilemma and improvement strategies of rural primary school teachers under the background of rural revitalization

“Finding happiness in daily work”: an ecological study on the emotions of novice EFL teachers in rural primary schools in China

While research on teacher emotions has grown in the past decades, little is known about rural teachers’ and novice teachers’ emotions. Based on ecological theory, this study selected two novice EFL teachers as the research objects. The goal was to explore their emotional experiences and the factors that influenced them over 3 years while teaching in rural primary schools. The research data was collected primarily through semi-structured interviews, teaching diaries, and narrative frameworks. Three-step coding and topic analysis were used to analyze the collected data. The data analysis revealed that the two novice teachers generated 62 emotions while interacting with various ecosystems. In Microsystems, teacher-student interaction has a strong influence on participants’ emotions. Two participants experienced 19 positive emotions and 9 negative emotions during their interactions with the students. In addition, novice teachers may experience negative emotions if they are burdened with too many non-teaching tasks. In this study, two participants were able to effectively manage their negative emotions. The general emotional trend was positive, which motivated them to stay and continue teaching in the rural area. The results of this study have implications for the professional development of rural teachers and novice teachers.

Assessment competence in Indonesian language learning of rural primary school teachers

This study aims to examine the vulnerability of primary school teachers in rural areas in conducting authentic and integrative assessments of Indonesian language learning. This research approach is a case study. The participants were 50 primary school teachers grade 5 in rural areas. Data were obtained through questionnaires, teacher-made assessment instruments, and interviews. Data were analyzed quantitatively and qualitatively. The results showed that most of the teachers did not understand the concept of authentic and integrative assessment in learning Indonesian. However, from an analysis of the assessment instrument he made, the teacher has applied the concept of authentic and integrative assessment because he copied from the teacher's book provided by the government. In practice, most teachers apply authentic and integrative assessment to receptive language skills (reading and listening), but only a small number apply them to productive skills (writing and speaking). The reason is insufficient time, the description of the score has ambiguous meaning, and the facilities at the school are not supportive. It is urgent to hold periodic training for teachers in rural areas to improve competence in assessing Indonesian subjects so that they no longer use the teacher's book as the only source of learning, including in assessment.

A Comparison of Urban and Rural Primary School Teachers Attitude on Childhood Asthma

A Comparison of Urban and Rural Primary School Teachers Attitude on Childhood Asthma

Analysis of the Current Situation of TPACK Research for Primary School Teachers in China

TPACK (Technological Pedagogical And Content Knowledge) is a form of knowledge that involves the interaction and integration of subject content, teaching methods, and technology in education. It represents a novel knowledge framework essential for teachers in the information age. The TPACK framework necessitates a deep understanding of each facet of knowledge to effectively integrate technology, teaching methods, and subject content for impactful instruction. This study employs literature research methodology and CiteSpace software to comprehensively identify and visually analyze the research landscape of TPACK among primary school teachers in China. It explores the distribution patterns, research hotspots, knowledge base, transformations, and emerging trends within TPACK research. The findings reveal that literature on TPACK studies has been published in CSSCI journals since 2011, illustrating the increasing attention towards TPACK research. Initially, the research focuses on the entire group of primary school teachers and subsequently narrows down to rural primary school teachers, further segmented by disciplines. Researchers primarily investigate the current status, influencing factors, and strategies related to professional development of primary school teachers. Domestically, collaborative research groups primarily concentrate in key normal universities, often encompassing cooperation between different departments within the same institution, while cross-institutional collaboration remains limited. Furthermore, intercollegiate cooperation is sporadic, with minimal established collaborative relationships.

Research on the Training Mode of "Dual-track Parallel and Fixed Post Training"

"Dual-track parallel, fixed post training" rural primary school teacher training mode is to take normal colleges and rural primary schools as the main body of dual-track education, through regular tripartite meetings, improve the rural teacher enrollment, employment system and other education mechanism, to complete the teaching and education work. Through the supply and demand analysis of the current situation of rural primary school education, the disadvantages of the existing training mode are clarified. This paper will combine the general education mode of local colleges and universities, and continuously improve the construction of teachers and improve the quality of rural education from the aspects of constructing multi-party collaborative training program, optimizing the teaching system of general teachers in rural primary schools, and establishing a scientific and effective assessment and evaluation system.

Look for the meaning of rural school work: Qualitative study on identity of comprehensive teachers in rural primary schools in China.

In the working environment of rural schools, whether and how does the identity of new comprehensive teachers change before and after service? Research on this problem is beneficial to optimize pre-service training and provide effective support for in-service training. In this study, phenomenological interviews were conducted to understand the formation and change of their identities in the three stages of pre-service, working and current teaching of four new teachers with 3-year teaching experience in the minority areas of western China. The results show that in the working environment of rural schools, three comprehensive teachers in primary schools have gradually changed from being excellent subject teachers to caring teachers. Another determined to become a caring teacher before her career, she retained her own identity in her work and focused more on the healthy growth of her students. The results show that the working environment of rural schools has a significant impact on the identity of first-term teachers of primary schools. Pre-service training should be integrated into local culture to promote the integration of pre-service and in-service and realize its sustainable development.

Study on the influence of social support on the effect of science education in rural primary schools

This paper analyses the influence of different social support on the effect of science education in rural primary schools, based on the data of rural primary school teachers in 5 re¬gions of Heilongjiang Province in China. The study found that the independent effects of the five social supports such as economic support, the support of science education venues, the guidance of science education and teaching on-site, improvement training of science teacher quality, serve as a science education counsellor on the effect of science education in rural primary schools were significant. The improvement training of science teacher quality and the guidance of science education and teaching on-site still has a great influence on the effect of science education in rural primary schools under the background of different school characteristics, and under sufficient and insufficient capital of science teaching. However, the impact of economic support, the support of science education venues, serving as a science education counsellor is not significant. Therefore, in order to better provide high-quality social support for science education in rural primary schools, a multi-subject science education alliance, led by the county educational administrative departments, should be established to improve coordination and matching degree of social support resource. A science education demand evaluation system, should be established in rural primary schools, to enhance the accuracy of social support services. The quality improvement of science teachers should be taken as the core of social support to clarify the direction of social support.

A Study on Burnout and Job Satisfaction of Rural Primary School Teachers in China

A Study on Burnout and Job Satisfaction of Rural Primary School Teachers in China

Research on the Professional Development of Rural Primary School Teachers: Current Situation, Reasons, and Countermeasures

Research on the Professional Development of Rural Primary School Teachers: Current Situation, Reasons, and Countermeasures

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model.

Job burnout has become a widespread phenomenon in school settings. However, little is known about the mental health condition of the growing cohort of generalist teachers in rural primary schools. Drawing on the job demands-resource model and social exchange theory, this study examines the correlation between job burnout and job satisfaction through perceived organizational support and work engagement. We recruited 639 Chinese generalist teachers in rural primary schools as the study subjects and developed a serial mediation model to assess the hypothesized construct. The data acquired online via Wenjuanxing Software were confirmed as valid and analyzed with SPSS and SmartPLS. The participants scored above the median in perceived organizational support, work engagement, and job satisfaction, and had scores close to the median for job burnout. Statistically significant differences among the investigated variables were found in gender, age, experience, and degree. Job burnout was negatively predictive of perceived organizational support, work engagement, and job satisfaction (each p = 0.000). Perceived organizational support mediated the association between job burnout and work engagement (p = 0.000) and the connection between job burnout and job satisfaction (p = 0.000), while work engagement mediated the association between job burnout and job satisfaction (p = 0.000) and the association between perceived organizational support and job satisfaction (p = 0.000). Perceived organizational support and work engagement as two sequential mediators buffered the detrimental impact of job burnout on job satisfaction among Chinese generalist teachers in rural primary schools. Targeted strategies should be implemented to diminish generalist teachers' feelings of burnout, being unsupported by organizations, disengagement at work, and dissatisfaction with the job.

Influencing Factors and Intervention Strategies of Teachers' Job Burnout in Rural Primary and Secondary Schools

In recent years, the job burnout rate of teachers in China has been on the rise. After reviewing the literature and combining the actual situation of rural primary and secondary school teachers in Shaoguan, it is found that the main factors affecting the job burnout of primary and secondary school teachers are: the pressure brought by the new curriculum reform, teachers' mental health, social expectations and the evaluation mechanism. To effectively alleviate the problem of job burnout of rural teachers, it is necessary to propose targeted solutions. In this regard, schools should pay attention to teachers' needs, provide teachers with social support, improve school management, and carry out mental health education for teachers. Teachers should also learn to self-regulate and maintain their mental health.

Management of learners with conduct disorders in Nkayi Rural District Primary Schools in Zimbabwe.

Zimbabwe has adopted an inclusive education system in order to address barriers to learning for children with conduct disorders. The management of learners with conduct disorders is hampered by the lack of teachers’ skills and knowledge in guidance and counselling of learners with conduct disorders. In this paper, the researcher identifies the challenges in the management of learners with conduct disorders in Nkayi District primary schools and explores suggestions on the best and convenient ways of managing these learners. A qualitative research approach and a phenomenological research design were employed in which ten teachers in rural primary schools were interviewed to solicit their views, experiences and observations on the management of learners with conduct disorders in primary schools. The study concluded that the management of learners with conduct disorders in rural primary schools may not be successful without considerate guidance and counselling modalities in schools.

Demographic determinants of work deviant behaviors of rural community-based primary school teachers: A structural equation modeling approach.

Schools across the globe and especially in Nigeria have witnessed situations in which teachers work outside their work ethics. This situation breeds exhibition of work deviant behaviors among the teachers at different levels of education as evidenced in the literature. However, literature is scarce on the influence of teachers' demographic characteristics on their work deviant behaviors in primary schools. Thus, this study was necessitated to explore the determinants of work deviant behaviors of rural community-based primary school teachers in Enugu State, Nigeria. This study was anchored on the affective events theory propounded by Weiss and Cropanzano. Basing the study on the quantitative research approach, a correlational survey research design was adopted using a sample of 254 rural community-based primary school teachers. Necessary information for the study were collected using researchers' adapted questionnaire on work deviant behaviors with 28 items. The questionnaire items had an internal consistency reliability index of 0.87. Data collected were analyzed using hierarchical multiple regression analysis and the structural equation modeling approach. It was revealed that among the demographic characteristics (age, working status, qualification, marital status, gender, years of teaching experience, and location) of the teachers, only age and qualification were found to be significantly (p < 0.05) related to work deviant behaviors. The implication of this study, therefore, is that the age and qualification of rural community-based primary school teachers determine the nature of their work deviant behaviors. Thus, it was recommended that the age and qualification of teachers should be considered very paramount in the employment of teachers.