A Study on the Current Situation of Rural Primary School Students' Perception of Teacher Support: An Analysis Based on Professional Knowledge, Affection and Reliability
Keywords:
rural education, Teacher Education, teacher support, primary education
Abstract
This study investigated the current situation of rural primary school students' perception of teacher support, involving 124 rural primary school students. Based on the results, strategies to improve rural primary school students' perception of teacher support were proposed. The results show that rural primary school students have a higher perception of teacher support from older and more experienced rural teachers than that from younger and less experienced rural teachers. And they have a relatively high perception of the three sub - factors of professional knowledge, affection and reliability, with the highest perception of professional knowledge. The findings of this study provide certain strategies for enhancing rural primary school students' perception of rural teacher support.
References
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Barak, A., & LaCrosse, M. B. (1975). Multidimensional perception of counselor behavior. Journal of Counseling Psychology, 22(6), 471. https://doi.org/10.1037/0022-0167.22.6.471
Barter, B. (2008). Rural education: Learning to be rural teachers. Journal of Workplace Learning, 20(7/8), 468-479. https://doi.org/10.1108/13665620810900292
Chen, X. (2010). Issues of China's rural development and policies. China Agricultural Economic Review, 2(3), 233-239. https://doi.org/10.1108/17561371011078390
Dong, Y. (2016). Investigation and analysis of mental health status and coping strategies of rural primary school students. The Guide of Science & Education, (28), 189-190.
Du, L. (2011). On rural dropout and social equality: A sociological analysis of primary and middle school dropouts in rural China. Renmin University of China Education Journal, (03), 142-154.
Du, Q. M. (2019). On the balanced development of rural educational resources under the background of new urbanization. Journal of Yangtze University (Social Sciences), (06), 76-79.
Fan, F., Su, L., Gill, M. K., & Birmaher, B. (2010). Emotional and behavioral problems of Chinese left-behind children: A preliminary study. Social Psychiatry and Psychiatric Epidemiology, 45, 655-664. https://doi.org/10.1007/s00127-009-0107-4
Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-34. https://doi.org/10.1023/A:1009932514731
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
Johnson, D. W., Johnson, R. T., Buckman, L. A., & Richards, P. S. (1985). The effect of prolonged implementation of cooperative learning on social support within the classroom. The Journal of Psychology, 119(5), 405-411. https://doi.org/10.1080/00223980.1985.10542911
Kerres, M. C., & Kilpatrick, D. M. (2002). Measuring perceived social support: Development of the Child and Adolescent Social Support Scale (CASSS). Psychology in the Schools, 39(1), 1-18. https://doi.org/10.1002/pits.10004
Liang, J., & Chen, X. (2023). The logic and development trend of rural basic education policy change in China. Journal of Xinzhou Normal University, (02), 101-105.
Malecki, C. K., & Elliott, S. N. (1999). Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36(6), 473-483. https://doi.org/10.1002/(SICI)1520-6807(199911)36:6<473::AID-PITS3>3.0.CO;2-0
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Mitchell, S., & DellaMattera, J. (2010). Teacher support and students’ self-efficacy beliefs. Journal of Contemporary Issues in Education, 5(2). https://doi.org/10.20355/C5X30Q
Nadarajah, S. (2005). A generalized normal distribution. Journal of Applied Statistics, 32(7), 685-694. https://doi.org/10.1080/02664760500079464
Qian, J., Liu, T. T., Xu, J. Y., Lu, Y., & Zhang, H. X. (2021). On the psychological counseling and emotional care for rural left-behind children: A case study of Yizheng Longhe Central Primary School and Chenji Central Primary School. Journal of Yangzhou College of Education, (03), 52-56.
Qu, T. H., & Long, Y. F. (2021). The evolution and logical thinking of the Party’s rural teacher policy since the founding of New China. Teacher Development Research, (02), 8-18.
Robinson, B. (2008). Using distance education and ICT to improve access, equity, and the quality in rural teachers’ professional development in western China. International Review of Research in Open and Distributed Learning, 9(1), 1-17. https://doi.org/10.19173/irrodl.v9i1.486
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765. https://doi.org/10.1037/a0012840
Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187. https://doi.org/10.1007/BF00905728
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic and social–emotional well-being. School Psychology Quarterly, 30(4), 494. https://doi.org/10.1037/spq0000106
Wang, M., & Yan, Q. (2024). Research on rural family education: Current situation, hot issues and prospects. Journal of Shaoxing University, (06), 34-43.
Wei, F. (2022). A historical investigation of the changes in the relationship between family and school in China's rural areas in the past century. Journal of Central China Normal University (Humanities and Social Sciences), (02), 173-180.
Wiebke, K., & Bardin, J. (2009). New teacher support. Journal of Staff Development, 30(1), 34-36.
Yin, H. (2021). The influencing factors of rural primary school teachers-being in rural primary schools and its promotion strategies. Modern Agriculture Research, (09), 60-62.
Zeichner, K. M. (2009). Teacher education and the struggle for social justice. Routledge. https://doi.org/10.4324/9780203878767
Zhong, X. H., Cao, Y. L., & Xiao, B. C. (2022). From targeted poverty alleviation to rural revitalization: Effectiveness, problems and optimization of rural education assistance policies: Case study of Y city in mountainous area of northern Guangdong. Journal of Guangzhou Open University, (04), 78-84, 90, 111.
Barak, A., & Dell, D. M. (1977). Differential perceptions of counselor behavior: Replication and extension. Journal of Counseling Psychology, 24(4), 288. https://doi.org/10.1037/0022-0167.24.4.288
Barak, A., & LaCrosse, M. B. (1975). Multidimensional perception of counselor behavior. Journal of Counseling Psychology, 22(6), 471. https://doi.org/10.1037/0022-0167.22.6.471
Barter, B. (2008). Rural education: Learning to be rural teachers. Journal of Workplace Learning, 20(7/8), 468-479. https://doi.org/10.1108/13665620810900292
Chen, X. (2010). Issues of China's rural development and policies. China Agricultural Economic Review, 2(3), 233-239. https://doi.org/10.1108/17561371011078390
Dong, Y. (2016). Investigation and analysis of mental health status and coping strategies of rural primary school students. The Guide of Science & Education, (28), 189-190.
Du, L. (2011). On rural dropout and social equality: A sociological analysis of primary and middle school dropouts in rural China. Renmin University of China Education Journal, (03), 142-154.
Du, Q. M. (2019). On the balanced development of rural educational resources under the background of new urbanization. Journal of Yangtze University (Social Sciences), (06), 76-79.
Fan, F., Su, L., Gill, M. K., & Birmaher, B. (2010). Emotional and behavioral problems of Chinese left-behind children: A preliminary study. Social Psychiatry and Psychiatric Epidemiology, 45, 655-664. https://doi.org/10.1007/s00127-009-0107-4
Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-34. https://doi.org/10.1023/A:1009932514731
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
Johnson, D. W., Johnson, R. T., Buckman, L. A., & Richards, P. S. (1985). The effect of prolonged implementation of cooperative learning on social support within the classroom. The Journal of Psychology, 119(5), 405-411. https://doi.org/10.1080/00223980.1985.10542911
Kerres, M. C., & Kilpatrick, D. M. (2002). Measuring perceived social support: Development of the Child and Adolescent Social Support Scale (CASSS). Psychology in the Schools, 39(1), 1-18. https://doi.org/10.1002/pits.10004
Liang, J., & Chen, X. (2023). The logic and development trend of rural basic education policy change in China. Journal of Xinzhou Normal University, (02), 101-105.
Malecki, C. K., & Elliott, S. N. (1999). Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36(6), 473-483. https://doi.org/10.1002/(SICI)1520-6807(199911)36:6<473::AID-PITS3>3.0.CO;2-0
Mazzer, K. R., & Rickwood, D. J. (2015). Teachers' role breadth and perceived efficacy in supporting student mental health. Advances in School Mental Health Promotion, 8(1), 29-41. https://doi.org/10.1080/1754730X.2014.978119
Mitchell, S., & DellaMattera, J. (2010). Teacher support and students’ self-efficacy beliefs. Journal of Contemporary Issues in Education, 5(2). https://doi.org/10.20355/C5X30Q
Nadarajah, S. (2005). A generalized normal distribution. Journal of Applied Statistics, 32(7), 685-694. https://doi.org/10.1080/02664760500079464
Qian, J., Liu, T. T., Xu, J. Y., Lu, Y., & Zhang, H. X. (2021). On the psychological counseling and emotional care for rural left-behind children: A case study of Yizheng Longhe Central Primary School and Chenji Central Primary School. Journal of Yangzhou College of Education, (03), 52-56.
Qu, T. H., & Long, Y. F. (2021). The evolution and logical thinking of the Party’s rural teacher policy since the founding of New China. Teacher Development Research, (02), 8-18.
Robinson, B. (2008). Using distance education and ICT to improve access, equity, and the quality in rural teachers’ professional development in western China. International Review of Research in Open and Distributed Learning, 9(1), 1-17. https://doi.org/10.19173/irrodl.v9i1.486
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765. https://doi.org/10.1037/a0012840
Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13(2), 187. https://doi.org/10.1007/BF00905728
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic and social–emotional well-being. School Psychology Quarterly, 30(4), 494. https://doi.org/10.1037/spq0000106
Wang, M., & Yan, Q. (2024). Research on rural family education: Current situation, hot issues and prospects. Journal of Shaoxing University, (06), 34-43.
Wei, F. (2022). A historical investigation of the changes in the relationship between family and school in China's rural areas in the past century. Journal of Central China Normal University (Humanities and Social Sciences), (02), 173-180.
Wiebke, K., & Bardin, J. (2009). New teacher support. Journal of Staff Development, 30(1), 34-36.
Yin, H. (2021). The influencing factors of rural primary school teachers-being in rural primary schools and its promotion strategies. Modern Agriculture Research, (09), 60-62.
Zeichner, K. M. (2009). Teacher education and the struggle for social justice. Routledge. https://doi.org/10.4324/9780203878767
Zhong, X. H., Cao, Y. L., & Xiao, B. C. (2022). From targeted poverty alleviation to rural revitalization: Effectiveness, problems and optimization of rural education assistance policies: Case study of Y city in mountainous area of northern Guangdong. Journal of Guangzhou Open University, (04), 78-84, 90, 111.
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2025-02-26
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