Why do Rural preschool Teachers Lack Status Identity?—An Empirical Analysis Based on Survey Data from 22 Counties(cities)in 10 Provinces
Enhancing the status identity of rural preschool teachers is the key path for rural preschool teachers to"go,stay and teach well".Based on the analysis of survey data conducted by our research team across 10 provinces and 22 counties(cities),it is found that rural preschool teachers in China generally lack subjective social status recognition.Specifically,75.36%of teachers perceive their own social status to be at the middle level or below.Descriptive statistics indicate significant variations in the status recognition of rural preschool teachers across different demographic factors,including age groups,marital status,professional titles,employment status,administrative positions,possession of a teaching qualification certificate,and whether they graduated from a normal university.Using linear regression analysis and Shapley value decomposition method to explore the influencing factors and factor contribution rates of rural preschool teachers'status identity,it is found that 13 variables in four dimensions,namely,economic income,professional development,teacher-respecting atmosphere,and workload,have a significant influence on rural preschool teachers'status identity,and there are differences in the contribution rates of the influencing factors in the four dimensions,with economic income being the most influential dimension.
rural preschool teacherssocial statusstatus identityinfluencing factorseconomic income
NETL
NSTL
万方数据
