Ye Jin,Sha Liao

The synergistic development of "spiritual ethos and professional competence" among rural teachers constitutes a core issue in building a high-quality teaching workforce for the new era. This study surveyed 281 rural kindergarten educators under Liangshan Prefecture's "One Village, One Kindergarten" policy using a self-designed questionnaire. Results indicate: (1) Teachers' professional spirit and professional competence generally remain at moderate to high levels, with-- "innovative thinking," "teaching design skills," and "resource integration capabilities" being notable areas for improvement; (2) Teaching experience, educational background, and training participation significantly influence both spiritual ethos and professional competence (P<0.01), with training participation demonstrating the strongest leverage effect; (3) Soft environmental factors (colleague collaboration and social recognition) exhibit significantly stronger correlations with spiritual-competence development (r=0.69-0.71) compared to hard conditions (salaries/hardware facilities, r≈0.59-0.62); (4) Professional spirit positively predicts professional competence . The study identifies 6-10 years of teaching experience as a critical period for enhancing this synergy. Recommendations include prioritizing spiritual cultivation for early-career teachers, providing targeted training for those with lower educational backgrounds, expanding training coverage in remote areas, and fostering supportive soft environments.

Rural teachers; Synergy between spirit and ability; Difference analysis;Policy Enlightenments

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