EDUCATIONAL MANAGEMENT PERSPECTIVE ON PROFESSIONAL DEVELOPMENT TRAINING FOR YOUNG TEACHERS IN RURAL JUNIOR HIGH SCHOOLS

Abstract

This study investigates the current status, existing problems, and underlying causes of professional development training for young teachers in rural junior high schools from an educational management perspective. A mixed-methods approach was adopted. Quantitative data were collected through 123 valid questionnaires, while qualitative data were obtained through in-depth interviews with five school-level administrators. The findings reveal that although training coverage is relatively broad, deficiencies remain in training quality, duration, and systematic continuity. There is also a mismatch between training content and format, which reduces the effectiveness of transferring training outcomes into teaching practice. In addition, the management and evaluation mechanisms are incomplete, lacking systematic follow-up and feedback. Furthermore, coordination among educational authorities, schools, and teachers is insufficient, which weakens overall support. Based on these findings, this study proposes optimizing training content, innovating delivery formats, strengthening evaluation and feedback systems, and establishing collaborative governance mechanisms. These measures aim to improve training effectiveness and promote the sustainable professional development of rural young teachers.