A Study of the School Teachers Willingness in Remote Areas by System Dynamics

• Main Authors: LIN, CHIUNG-YU, 林瓊玉
• Other Authors: Lin Chin-Huang
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/as237r

碩士 === 中華大學 === 科技管理學系 === 107 === In order to shorten the gap between urban and rural areas, the stability and quality of teachers are the key. However, the high turnover rate of teachers is the biggest problem in school education in remote areas. This phenomenon often causes more frequent changes in school personnel, which directly affects students academic performance. According to the characteristics of System Dynamics, this study explores the factors affecting teacherswillingness to teach in remote areas, and constructs three dimensions, namely, personal trait fitness, job satisfaction and external support. It summarizes and draws a general causal loop map of teachers willingness to teach in remote areas. Through the general chart of causal loop, this study finds that there are 15 driving factors affecting teacherswillingness to teach in remote areas, nine of which can be used as policy intervention points. There are two policy intervention points in the aspect of fitness of individual traits, namely, opportunities for further education and positive attitudes towards education in remote areas. In the aspect of job satisfaction, there are four policy intervention points: tutoring students time, administrative workload, appropriate allocation of classes and cultural stimulation. In the aspect of external support, there are three policy intervention points: administrative support, parents positive participation and school funds. Based on the above nine policys intervention points, specific suggestions are put forward for the reference of educational authorities and schools in remote areas in formulating policies. It is hoped that good policies can improve teachers willingness to teach in remote areas and stabilize teachers human resources in remote areas.