Marginalized Education: Dilemmas and Solutions for Rural Chinese Teachers

Abstract

The difficulties that rural teachers face in China are complicated and varied. Not only do these teachers face minimal educational resources, but they also face low pay and a sense of isolation. However, underlying these quandaries is a great lot of societal duty. This study uses the literature review method to show the issues that teachers confront and provide solutions. First, the government can decrease turnover and address their fundamental requirements by boosting teachers wages. Second, the government can deepen rural curriculum reforms to allow teachers to design content better and increase student participation. Finally, more extraordinary psychological support services from all sectors of society for rural teachers can help improve teacher productivity and mental health. In conclusion, by stressing rural education and giving essential support to rural teachers, the government may increase the quality of rural education and the development of rural areas. More importantly, boosting rural education is a critical step toward achieving equality in education between urban and rural areas.