Teachers’ Willingness to Teach: An Empirical Study of Graduating Normal Students: Taking School A as an Example

DOI: https://doi.org/10.62517/jhet.202515127

Author(s)

Lin Ding*

Affiliation(s)

School of Teacher Education, Hubei University of Education, Wuhan, Hubei, China *Corresponding Author.

Abstract

Teachers are the backbone of education, and the willingness of normal students to enter the teaching profession is crucial for building a robust teaching faculty and enhancing education quality. This study examines the perspectives of normal students teachers, focusing on the 2024 graduates of School A, and investigates the core issue of “teachers’ willingness to teach.” Utilizing questionnaire design and field investigations, this research explores the factors influencing normal students teachers’ willingness to join the teaching profession. Through comprehensive data analysis and logical examination, the study reveals that normal students teachers’ willingness to teach is shaped by a combination of multiple factors and uncovers the interactive relationships among these factors. Based on the findings, this paper proposes targeted strategic suggestions to enhance normal students teachers’ willingness to teach, aiming to effectively boost their teaching aspirations. This study provides solid data support and a theoretical basis for the reform of teacher education, promoting the sustained development of the education sector.

Keywords

Graduating Normal Students; Willingness to Teach; Influencing Factors; Countermeasures and Suggestions

References

[1] Chen Juanhuai, Gao Zhihong, Liu Hui. An Empirical Study on the Teaching Intentions of Undergraduate Students in Vocational Teacher Education. Contemporary Vocational Education, 2018 (6): 66-72. [2] Chen Hongcai, Lanxin. An Empirical Study on the Teaching Intentions of Students in Vocational and Technical Normal Universities and Their Influencing Factors: A Case Study of Students from Tianjin University of Technology and Education. Journal of Tianjin University of Technology and Education, 2012, 22(4): 59-63. [3] Lan Xin, Lan Xin, Chen Hongcai. A Study on the Professional Identity of Vocational and Technical Normal Students and Its Influencing Factors. Vocational and Technical Education, 2015, 36 (779): 46-51. [4] Yin Jifen. A Study on the Professional Identity of Free Normal Students Majoring in Physical Education. Wuhan: Central China Normal University, 2017. [5] Wei Shuhua. A Study on Teacher Professional Identity. Chongqing: Southwest University, 2008. [6] Cui Shasha. A Study on the Teaching Intentions of Free Normal Students in Arts and Physical Education and Their Influencing Factors. Wuhan: Central China Normal University, 2014. [7] Sun Sumin. A Preliminary Study on the Professional Identity of Normal Students. Nanjing: Nanjing Normal University, 2017. [8] Ao Junmei, Lin Ling. The Current Situation, Causes, and Countermeasures of the "Feminization" of Gender Structure in Primary and Secondary School Teachers. Ethnic Education Research, 2020, 31 (2): 54-62. [9] Zhou Yuxiang. An Analysis of the Characteristics and Formation Reasons of China's "Post-90s" Population. China Youth Research, 2020 (11): 43-51. [10] Liu Jia, Fang Xing. An Empirical Study on the Willingness of Normal Students to Teach in Rural Areas and Its Influencing Factors in China. Journal of Teacher Education, 2015, 2 (5): 72-80. [11] Sun Jian, Zhao Min. Empirical Research and Reflections on the Teaching Intentions of Normal Students: Based on a Survey of Three Normal Universities in City C. Contemporary Education and Culture, 2023, 15 (2): 64-70.