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Study on Rural Elementary School Beginning Teachers’ Adjustment Process
rural elementary school
This study sought to understand rural elementary school beginning teachers’ experiences of adapting into their job, including their motivation to be a teacher, adjustment process, coping strategies and the social contexts that affects these matters. Based on the result, it then gave suggestions to relevant studies and on the planning and implementation of education policies, which were provided as reference for stakeholders, researchers, and rural elementary beginning teachers. In so doing, the author hoped to gather further assistance and support for these teachers. This study interviewed two rural elementary school beginning teachers, who not only shared their own experiences, but also their adjustment process and coping strategies to give a truthful account of teaching at rural elementary schools. In addition, the teachers shared how their mindset had changed through time and expressed their personal aspiration. This study reached the following conclusions by analyzing and organizing the information, including the adjustment process, coping strategies and difficulty encountered, provided by the two teachers: 1. the adjustment processes of different aspects as a rural elementary school beginning teacher would vary and it follows the same trend as the development of teacher’s career; 2. excessive and complicated administration work was the main problem for rural elementary school beginning teachers when it came to adjustments to such environment; 3. coping strategies had an impact on rural elementary school beginning teachers’ adjustment process; 4. there are multiple social restrictions which rural elementary school beginning teachers needed to face, that reflected constraints in multiple social contexts and autonomy.
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