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Prof. Dr. Paola Magnano
Kore University of Enna
Italy

Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
Spain

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Home > Archives > Vol. 9 No. 9 (2024): Published > Research Articles
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2024-10-09

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Vol. 9 No. 9 (2024): Published

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Research Articles

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How to Cite

Wei, Q., Yu, S., & He, F. (2024). "Endogenous forces" and "exogenous forces": a study on the development of the rural teaching workforce in the context of rural revitalization. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.3036
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"Endogenous forces" and "exogenous forces": a study on the development of the rural teaching workforce in the context of rural revitalization

Qinghui Wei

1. College of Life Sciences, Shandong Normal University, Jinan, Shandong, 250358, China 2. Jinan Licheng No.2 High School, Jinan, Shandong, 250115, China

Shengnan Yu

School of Foreign Languages, Shandong Jianzhu University, Jinan, Shandong, 250101, China

Feng He

1. College of Life Sciences, Shandong Normal University, Jinan, Shandong,250358, China 2. Department of Public Health, International College, Krirk University, Bangkok, 10220, Thailand

http://orcid.org/0000-0003-2765-4234


DOI: https://doi.org/10.59429/esp.v9i9.3036


Keywords: endogenous forces, exogenous forces, rural revitalization, rural teacher


Abstract

In the context of rural revitalization, the development of the rural teaching workforce relies on the synergistic promotion of endogenous forces and exogenous forces. endogenous forces mean internal driving forces that emphasize proactive and innovative personal motivation, while exogenous forces refer to external supports that focus on resource investment and policy guidance. However, an increasing emphasis on exogenous forces while neglecting endogenous forces has limited the sustainable development of China’s current rural teaching workforce. We believe that activating endogenous forces is a key and weak link in promoting the synergistic development of rural revitalization and the rural teaching workforce. Only when endogenous forces are activated by exogenous forces and achieve a "feedback" effect on exogenous forces can a positive cycle in the development of rural teachers be established. In summary, the collaborative development and mutual reinforcement of endogenous and exogenous forces will enhance the professional development of the rural teaching workforce.


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