School Support for the Sustainable Professional Development of Young Teachers in Rural Primary Schools

Ting Sun; Zhikang Peng

doi:10.30560/ier.v8n4p50

Ting Sun Yangsanmu Hui Nationality Complete Primary School, China
Zhikang Peng Institute of Language Sciences, Shanghai International Studies University, China

DOI: https://doi.org/10.30560/ier.v8n4p50

Keywords: teacher professional development, school support, young teachers

Abstract

Teacher professional development is a crucial research and practice topic in the field of education. As a key group in rural education, young teachers in rural primary schools bear the mission of revitalizing rural education, and their professional competence directly impacts educational quality and student development. This study focuses on young teachers from 30 rural primary schools in Huanghua City, China, investigating their professional development status and school support through questionnaire surveys to analyze the influence of school support on professional growth. The findings reveal that cultural support, resource support, and evaluation support significantly positively affect teachers’ professional development, while the impact of institutional support is relatively limited. Additionally, certain dimensions of school support still exhibit deficiencies in specific aspects of professional growth. Based on these results, this study proposes targeted support strategies to enhance the professional development of young rural primary school teachers, addressing institutional, resource, cultural, and evaluation dimensions.

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