The Endogenous Motivation and Cultivation Strategies for Rural Teachers' Professional Development from the Perspective of Social Support Theory

Abstract

Based on social support theory, this paper aims to explore the sources of endogenous motivation for rural teachers' professional development and the cultivation strategies. Due to the influence of factors such as the urban-rural dual structure and the specific geographical environment of rural areas, rural teachers often face the challenges of lack of resources and isolation. Social support can provide emotional support, information help and resource support, thereby enhancing the endogenous motivation for professional development. On this basis, this paper proposes a series of cultivation strategies for rural teachers, including providing institutional guarantees for the professional development of rural teachers, establishing a platform for rural teachers' cooperation and co-construction, providing continuous professional development training, and establishing a supportive education community network, so as to improve the endogenous motivation of rural teachers.