The Mechanism of Influencing Factors on the Willingness of Pre-service Students from Local Universities to Teach in Rural Areas
Based on the analysis framework of Social Cognitive Career Theory and a mixed-method study,the following conclusions are drawn:while local university pre-service students exhibit a strong willingness to pursue teaching careers,their willingness to teach in rural areas is relatively weak.Comparatively,students with characteristics such as being female,coming from rural backgrounds,or belonging to ethnic minorities demonstrate a higher willingness to teach in rural areas.Among the various dimensions of influencing factors,the following exert significant effects on the willingness to teach in rural areas:ascriptive factors such as family material support and family psychological support,structural factors such as rural social conditions,relevant policy support,and teachers'social status,and constructive factors such as educational practice,professional competence,rural integration level,and emotions and beliefs,with emotions and beliefs playing a dominant role.Therefore,it is essential to activate ascriptive factors,optimize structural factors,and strengthen constructive factors,so as to effectively enhance the willingness of local university pre-service students to teach in rural areas.
willingness to teachpre-service studentsrural teacherscareer identitylocal universities
NETL
NSTL
万方数据
