教育在乡村振兴中发挥着不可替代的作用，而乡村教育的发展关键在于教师。长期以来，我国乡村教育一直面临着“下不去、留不住”教师的难题。自2006年起，湖南省、江西省等地开始创新农村教师的补充途径，率先尝试以县为单位的定向招生、培养和就业的“三定向”农村师范教师培养模式。这一举措在一定程度上有效地缓解了农村教师短缺的问题。

本研究面向江西省和湖南省的农村定向培养师范教师收集有效问卷209份，同时辅以5位教师的访谈资料，在“推-拉”理论的框架下，对农村定向培养师范教师的离职意向及其相关的影响因素进行了独立样本t检验、方差分析和回归分析等。获得的结论如下：

（1）大部分农村定向培养师范教师都具有离职意向，且换职意向明显强于换校意向。

（2）农村定向培养师范教师的离职意向在类型、职称、任教学校性质、有无子女、是否住在学校宿舍、是否担任班主任上具有明显差异。

（3）农村定向培养师范教师的离职意向受到四种力量的博弈影响，现有岗位的推力、其他岗位的拉力起到促进作用；现有岗位的拉力、其他岗位的推力起到阻碍作用。其中，乡村归属感、政策制约、编制因素、晋升评比会对农村定向培养师范教师换职意向产生显著影响；家乡情结、工作压力、人际关系、薪酬待遇等因素会对农村定向培养师范教师的换校意向产生显著影响。

基于此，提出以下的建议：弱化乡村推力，弥补乡村不足；增强内在认同，弱化外力束缚；完善晋升评比通道，促进教师的合理流动，提高教育质量。

In the process of rural revitalization, education plays an irreplaceable role, and the key to rural education development lies in teachers. For a long time, there has been a problem in rural education of “not being able to recruit or retain teachers”. Since 2006, innovative teacher recruitment approaches were taken in Hunan, Jiangxi provinces, to address this issue by implementing county-based policies for rural directed-training normal teachers, which include “targeted recruitment, targeted training, and targeted employment”. This effectively alleviated the shortage of rural teachers to some extent.

In this study, 209 valid questionnaires were collected from normal teachers of rural oriented training in Jiangxi and Hunan provinces, supplemented by interviews with 5 teachers. In the framework of the “Push-Pull” theory, independent sample t-tests, analysis of variance, and regression analysis were used to explore the turnover intentions of rural directed-training normal teachers and the influencing factors. The conclusions are given as follows:

(1) Most rural directed-training normal teachers have a turnover intention, and the intention to change jobs is significantly stronger than the intention to change schools.

(2) The turnover intention of rural directed-training normal teachers varies significantly by type, title, nature of the teaching school, whether they have children, whether they live in school dormitories, and whether they serve as class teachers.

(3) The turnover intention of rural directed-training normal teachers is influenced by the interplay of four factors. The push of existing posts and the pull of other posts play a promoting role. The pull of the existing position and the push of other positions play an obstructive role. Among them, sense of belonging to the countryside, policy constraint, staffing factor, and promotion evaluation have a significant impact on the job-change intention of rural directed-training normal teachers. Hometown sentiment, work pressure, interpersonal relationships, and salary levels significantly affect the intention of rural directed-training normal teachers to change schools.

Based on this, the following suggestions are proposed: weaken the push of rural areas and make up for rural deficiencies, strengthen internal identity and weaken external constraints, open up the channels for promotion evaluations, promote the reasonable mobility of teacher, and improve the quality of education.