Socio-psychological and professional portrait of rural school teacher of China

The PRC leadership sets ambitious goals for the development of the national education system and improving the quality of human capital at present. Due to the fact that the educational system of the PRC is huge in scope and diverse in composition, it is characterized by significant disproportions, primarily between the development of compulsory education in the city and the village. Due to different historical and cultural conditions, regional differences in economic development and due to insufficient funding, rural Chinese schools face complex problems and challenges, especially in the central and western regions of the country. The lack of qualified teachers is one of the important reasons for the lagging compulsory education in rural areas. The lower quality of education of rural schoolchildren, which is a consequence of the shortage of teacher staff, in turn, increases the inequality in the starting opportunities of rural children, becomes an obstacle for building a “harmonious” society “of average income” and for the realization of the “Chinese dream”. A general description of the teachers by type and level in the system of compulsory education is provided, the key problems in the pedagogical environment are highlighted, and a generalized portrait of a young rural teacher with its inherent socio-psychological characteristics is given.