教育科学 ›› 2025, Vol. 41 ›› Issue (1): 15-22.

• 新时代教师教育发展研究 • 上一篇    下一篇

跨省域入疆教师何以扎根*——理性选择理论视角下的混合研究

马永全1, 李玉婷2   

  1. 1.伊犁师范大学 教育科学学院,新疆 伊宁 835000
    2.新疆师范大学 教育科学学院,新疆 乌鲁木齐 830017
  • 出版日期:2025-01-15 发布日期:2025-02-13
  • 作者简介:马永全(1980- ),男,新疆博乐人,伊犁师范大学教育科学学院教授,博士生导师,主要从事教师教育研究;
    李玉婷(1987- ),女,甘肃景泰人,新疆师范大学教育科学学院博士生,主要从事教师教育研究。
  • 基金资助:
    *国家社会科学基金一般项目“新疆‘内地籍’特岗教师社会融入问题研究”(21BMZ047)

Why Do Teachers From Other Provinces Choose to Settle Down in Xinjiang: A Mixed-Methods Study From the Perspective of Rational Choice Theory

Ma Yongquan1, Li Yuting2   

  1. 1. College of Educational Sciences,Yili Normal University,Yining Xinjiang 835000,China
    2. College of Educational Sciences,Xinjiang Normal University,Urumqi Xinjiang 830017,China
  • Online:2025-01-15 Published:2025-02-13

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摘要：

跨省域入疆教师留任并扎根南疆是推动南疆教育高质量发展的重要保障。本研究从理性选择理论视角,分析了跨省域入疆教师扎根南疆的现状及影响因素。量化研究发现,教师整体职业认同感较强,具有较为清晰的职业规划,对工资待遇、学校文化环境、学校管理满意度较高。就影响因素来看,个人奉献精神及职业情怀是他们奔赴南疆的根本动力。教师职业属性、工资待遇是吸引其跨省从教的重要原因。繁重的非教育教学任务、难舍的亲情、受挫的教学成就感、职业倦怠、婚恋问题是影响其留任的关键阻力。个案访谈发现,离疆后再返疆的经历在一定程度上坚定了教师扎根南疆的决心。为此,要通过坚定理想信念,增强教师的职业成就感;加强人文关怀,缓解教师的情感压力;减轻非教育教学任务,确保教师静心育人;人岗适配,消除教师专业发展方面的隐忧;注重系统合力,激发教师的从教热情等措施来增强其留任意愿。

关键词: 南疆跨省域入疆教师, 理性选择理论, 留任意愿

Abstract:

The retention and settlement of teachers from other provinces in Southern Xinjiang is an important guarantee for promoting the high-quality development of education in the region. This study, from the perspective of rational choice theory, analyzes the current situation and influencing factors of teachers’ settlement in southern Xinjiang. Quantitative research shows that teachers generally have a strong sense of professional identity, clear career planning, and high satisfaction with salary, school culture, and school management. As for the influencing factors, personal dedication and professional sentiment are the fundamental driving forces for them to go to southern Xinjiang. The professional attributes of teachers, salary, and benefits are important reasons for attracting them to teach across provinces. Heavy non-teaching tasks, inseparable family ties, frustrated sense of teaching achievements, career burnout, and marriage and love problems are the key obstacles affecting their retention. Case interviews found that the experience of leaving and returning to Xinjiang has, to some extent, strengthened teachers’ determination to settle in southern Xinjiang. To enhance their willingness to stay, measures are recommended, including boosting ideals and beliefs, enhancing professional achievement, strengthening humanistic care to alleviate emotional pressure, reducing non-teaching tasks, ensuring teachers are focused on educating, improving person-job fit, addressing concerns about professional development, and emphasizing systemic synergy to ignite teachers’ passion for teaching.

Key words: teachers from other provinces in Southern Xinjiang, rational choice theory, willingness to stay

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