Abstract:

Focusing on the implementation of rural teachers’ policy and analyzing its social support, not only is the effectiveness of the policy mainly dependent on the implementation of the policy, but also involves the evaluation of the current implementation of the rural teacher’s policy and the review of relevant research in the domestic academic community. The analysis of the composition of social support should be based on the cognitive standpoints of scientificity, completeness, continuity, and locality, emphasizing the understanding and respect of rural education and the law of teacher professional growth, and emphasizing the problem-solving without having to fall into the meaningless controversy of conceptual connotations, and emphasizing the interest associations of different groups and the synergistic relationship formed on this basis. Specifically speaking, the social support system includes government support, relevant educational institution support, rural teacher support, public opinion support, social nonfinancial investment support, etc. The transformation of the social support from a chaotic spontaneous state to a clear organizational state is not a natural and inevitable presentation, but a process in which different subjects examine themselves, improve behavior and reconstruct their relationships. In this process, the government has demonstration and leading role, even to a certain extent, determine the state and level of the social support.

Key words: rural teachers, policy implementation, social support