Factor Structure Generating Challenges for Teachers in “Disadvantaged Schools” in China

An Analysis Based on the Perceptions of Both Young and Experienced Teachers

Abstract

　　 This study analyzed the working conditions of teachers in disadvantaged schools in China with a focus on differences in perceptions between young teachers and experienced teachers to clarify the challenges they face and their underlying causes. This study initially examined the policy for teachers in disadvantaged schools to obtain an institutional background as well as understand the policy-related support these teachers currently receive and the difficulties they encounter. Second, identified school-specific issues and the corresponding working conditions of teachers in disadvantaged rural schools. Third, analyzed factors contributing to the challenges teachers face by examining the differences in perceptions between young teachers and veteran teachers. Finally, clarified the factors underlying these challenges and discussed measures to support teachers. 　　 This study examined the short-term exchange system and preferential treatment of job evaluations as the background for the situation of teachers in disadvantaged schools. Because this exchange system was not originally designed for teachers working in disadvantaged schools, there is room for further research on its effectiveness. However, the effectiveness of preferential treatment for job evaluation among young teachers remains questionable. This study selected the case of a disadvantaged school and analyzed teachers’ narratives about their working conditions. Under the evaluation system, which frequently causes problematic behaviors, lowers motivation, instills a sense of powerlessness, and results in the lower academic performance of students, the perspectives of young teachers as well as experienced teachers showed different levels of competence and low motivation, respectively. The root cause of these challenges is the lack of a comfortable environment. In response, This study suggest two directions for improvement: the enhancement of training programs for teachers in disadvantaged schools and the establishment of a support system that motivates them to continuously improve.