新生代乡村教师的离职意向与政策改进

新生代乡村教师是乡村教育的新生力量和未来的中流砥柱，他们能否安心留在乡村学校从教，关系着乡村教育的可持续发展。为解决乡村教师"留不住"的问题，国务院办公厅于2015年6月发布《乡村教师支持计划（2015-2020年）》，从经济待遇、社会地位、专业发展等方面着手，提出了具体措施。但是通过实证研究发现：当前新生代乡村教师的离职意向仍然普遍存在，尤其是其中的男教师和工作在乡村小学的教师；新时代乡村教师的离职意向，受经济待遇、社会地位、专业发展、个人偏好、乡村文化适应性、家庭和学校支持度、教师教育满意度等多方面因素的影响，其中个人偏好和乡村文化适应性是最主要的影响因素。因此，为了更好地留住新生代乡村教师，仍需在"乡村教师支持计划"现有政策支持的基础上，进一步补充和完善相关的政策措施：（1）重视乡村教师招聘和管理过程中对个人偏好的考察与培育；（2）积极帮助新生代乡村教师适应乡村文化；（3）关心新生代乡村教师的家庭问题，提供帮助和支持；（4）重视乡村学校建设，给予新生代乡村教师更多的组织关怀；（5）出台针对乡村教师的教师教育标准。

Turnover Intention and Policy Improvement for the New Generation of Rural Teachers

The new generation of rural teachers is the new force of rural education and the mainstay of the future. Whether they can stay in rural schools as teachers is significant for the sustainable development of rural education. In order to solve the problem of "teachers'' unwillingness to stay in the village", the Rural Teacher Support Plan Issued by State Council has put forward specific measures of financial support, social recognition and personal development, etc.. However, this empirical research suggests that the turnover intention of the new generation of rural teachers is still high, especially among the male teachers and the teachers in the rural elementary schools. Rural teachers'' intention to leave their jobs in the new era is subject to financial reasons, social factors, personal development, personal preferences, difficulty to adapt to local rural culture, lack of family and school support, and less educational satisfaction among teachers, among which personal preference and difficulty to adapt to local rural culture are crucial factors. Therefore, in order to retain the new generation of rural teachers, it is necessary to set relevant policies and measures on the basis of the existing regulations of the Rural Teacher Support Plan. First, we need to attach importance to the investigation and cultivation of personal preferences in the process of recruiting and managing rural teachers. Second, we should actively help the new generation of rural teachers to adapt to rural culture. Third, more care should be given to the family issues of the new generation of rural teachers with necessary help and support. Fourth, importance should be attached to the construction of rural schools and give more care to the new generation of rural teachers. Fifth, we should establish a standard system of teacher education for rural teachers.