Factors and Guiding Strategies of the Dynamic Teaching Willingness of Government-funded Teaching Students

Through in-depth interviews with 69 current and graduated provincial/ministerial government-funded teaching students, this research analyzes the factors influencing the dynamic teaching willingness of such students and their correlation by using grounded theory and three-level coding, and considers how to improve the policy of these students. Research has found that personal ideals and professional image are the continuous influencing factors of government-funded teaching students' willingness to teach; there are external factors such as score limitation, others' suggestions, teacher's influence, family condition, policy perception, and internal factors such as self-awareness that affects the to-be teachers' willingness to teach before applying for the degree. The study experience, career experience and willingness to fulfill the contract will affect the pre-service teachers' willingness to teach. Development choice and teaching loyalty will affect the willingness of "formal teachers" after working. From applying to learning and then to employment, the dynamics of such students can be divided into four types from teaching willingness: positive stability, positive reversal, negative stability and negative reversal. In this regard, we can focus on the three stages of applying, learning and employment, aim at the factors affecting the willingness to teach, improve the policy of government-funded teaching, so that excellent students who are happy and suitable to teach can choose and take root in grass-roots education.