一切教育政策研究都有一个目的，便是为了更好地推进政策实践，最终推进教育现实问题的解决。乡村教师队伍建设一直困扰着我国乡村教育的发展，乡村教师“下不去”“留不住”“教不好”的问题亟待解决。本研究试图从利益相关者分析微观角度出发，研究《乡村教师支持计划（2015—2020年）》（以下简称“计划”）在制定与执行过程中制度与作为利益相关者的乡村教师之间的互动关系，以期对于“计划”的进一步执行与改进有所裨益。 按照理性选择制度主义的观点，承认制度与利益相关者之间存在互动的关系，是本次研究的出发点。“计划”的出台是对乡村教师队伍建设制度的一项改革，从利益相关者的角度来看，两级政府拥有权力且目标一致，通过制定政策、选择参与到这项政策中的利益相关群体、制定利益分配的规则来塑造目标群体的目标行为，即让乡村教师能够“下得去”“留得住”“教得好”。但是，乡村教师的行为与选择并不是一个完全被迫接受与妥协的过程。乡村教师对于自身行为的选择并不完全基于政策所涉及到的利益分配，在政策执行的过程中，一方面他们结合自己的需求主动选择自己的行为；另一方面，当对自己的生存境遇感到不满时，他们主观能动地采取策略，对于政策所提出的目标给予消极回应。乡村教师这一个群体虽然没有直接参与到政策的制定、执行和修订过程中，但是在主动选择和消极地回应中，最终教师的行为往往偏离了政策想要塑造的目标行为，从而导致政策目标落空。 因此，对于“计划”的制定与执行，在各个环节中都要考虑到核心利益相关者的利益需求，为他们提供表达和维护自己权力的渠道，促进制度与教师之间的互动，才能真正推动政策落到实处，使得政策对于目标群体产生影响，让“下得去”“留得住”“教得好”的行为能够真正发生。

All the educational policy research has a common purpose, to solve the problem of educational reality finally. The construction of rural teachers has been plaguing the development of rural education in our country. The problems---“The teacher is not willing teach in rural China" "The rural teacher can’t stay there for a long time "“They can’t teach well” have become an urgent problem and be put into the policy. This study attempts to demonstrate the process of the rural teacher support program (2015 - 2020) (hereinafter referred to as "plan") from the formulation to the implementation process microcosmic from the perspective of stakeholder analysis. Tthe perspective of new institutionalism, recognizing the impact of the system on participants is the fundamental starting point of this study. From the point of view of stakeholders, the two level government has the power and the common goal. By making policy, they choose the participate of the policy who will be the stakeholder in this policy. By making policy, they formulate the rules of interest to shape the behavior of the target group. However, the behavior and choice of rural teachers is not a completely forced acceptance and compromise process. The choice of rural teacher, their own behavior is not entirely based on interests which be written in the policy. In the process of the implementing of the policy, on the one hand, they choose their own behavior based on their own needs; on the other hand, when they are dissatisfied with their own condition, they adopt strategies actively to respond the goals of the policy negatively. Although the rural teachers not participate in the formulation, implementation and revision of the policy, in the process of teachers' active choice and passive response, teachers' behavior often deviates from the teacher's behavior that the policy wants to shape, resulting in the failure of policy. Therefore, in order to promote the policy truly--- policy have an impact on the target group, so that the rural teachers "go down" and "stay" and "teach well". In the every step of the process of the “plan”, the interest needs of the core stakeholders should be taken into consideration, and the channels to express should be provided for them.