Problems and Solutions in the Professional Development of Rural Primary School Teachers in Zhoukou, China

Abstract

This study was conducted with two primary objectives in mind. The first objective was to explore the teaching experiences of educators, and the second was to identify specific strategies that contribute to the basic professional development of rural teachers in the Zhoukou region of China. A mixed-methods approach was employed to achieve these objectives, comprising both a quantitative survey and qualitative interviews. A total of 111 valid questionnaires were distributed across six primary schools. Additionally, ten teachers were selected based on specific criteria to represent diverse experiences and perspectives and were interviewed in-depth. The findings from this study painted a complex picture of the teaching landscape in rural China. On one hand, many primary school teachers expressed dissatisfaction with their jobs despite participating in school-based training programs. Many of these teachers reported receiving only partial reimbursement for external training expenses; a small percentage were involved in research projects. Furthermore, the study identified several challenges these teachers faced, including high work pressure, limited time for training, and the need to streamline training courses. Some teachers also reported limited opportunities for professional development, while others acknowledged the existence of provisions for teacher merit assessment. On the other hand, the study also highlighted the various strategies teachers employed for their professional development. These included learning from lectures, fostering personalized learning, building learning communities, and customizing training programs. Interestingly, these strategies also employed research methods to enhance classroom interaction and facilitate shared learning, ultimately improving the effectiveness of training. However, teachers encountered several challenges despite actively participating in various activities aimed at improving their teaching skills and knowledge. These included environmental factors, school-related issues, personal factors, and the lack of a conducive professional and teaching environment. This study, therefore, underscores the need for comprehensive strategies to address these challenges and enhance the professional development of rural teachers in Zhoukou, China.