农村义务教育历来是我国教育发展的短板，在不同时期面临不同形态的教师短缺。本研究在教师供给经济学的分析框架下，从宏观和微观两个层面分析了我国农村义务教育学校教师供给的影响因素。宏观层面上，应用《中国教育统计年鉴》和《中国劳动统计年鉴》数据，对我国义务教育学校教师数量和结构进行了存量和流量的描述分析，并通过收集省际面板数据，应用总教师劳动力市场简单模型对影响教师供给因素进行了分析。微观层面上，使用教育部-联合国儿基会2016年“特岗教师”项目调查数据和“创新性教学及教师培训”基线调查数据，运用初始职业选择模型和投资模型，分析了个体选择从教和教师自愿性流动的状况及其影响因素，并结合补偿性工资差异理论分析了农村教师津补贴对农村教师供给的影响。 基于统计年鉴数据的宏观教师供给状况及影响因素分析显示，全国城乡义务教育学校教师供给整体从短缺迈向充足，但农村仍然面临相当程度的教师短缺并存在较大范围的教师流失。随着高等教育大众化，我国每年普通本专科师范毕业生数量已经两倍于新录用小学和初中教师。中小学教师工资虽然较之私立部门缺乏灵活性变动，但分析显示，我国中小学教师实际供给和潜在供给显著影响教师工资水平。农村教师供给显著受到城镇化和工资政策的影响。 以特岗教师作为研究对象，对农村新入职教师供给状况及影响因素分析显示，典型的特岗教师是农村出身，就读于省属师范院校的本科女生。薪酬待遇对农村新教师的吸引和保留有重要作用；学生群体特征和学校工作氛围等非货币性因素对新教师留任有显著影响；偏远学校新教师留任意愿更低；有农村生活经历对新教师留任意愿有显著影响；女性新教师更倾向于更换学校，男性和未婚新教师更倾向于退出教职。 以五省五县农村教师作为研究对象，对农村教师自愿性流动意愿状况及影响因素分析发现， 20%-30%的农村教师有流动倾向。教师工资水平是影响教师流动意愿的首要因素，而现有农村教师津补贴额度过低，未体现出对教师保留的积极作用；学生群体特征和教师专业发展活动对教师流动意愿有显著影响；男性教师和未婚教师更倾向于流动；学校层面不可观测的因素对教师流动意愿有显著影响。 基于分析结果，研究给出如下政策建议：首先，全面动态预测农村教师需求，充分认识农村教师岗位差异；其次，灵活构筑农村教师供给体系，提升教师教育质量；第三，切实提升农村教师薪酬待遇水平；第四，推进教师人事制度改革，创新教师管理体制机制；第五，加强农村学校办学软硬环境建设，增强农村教师岗位吸引力；最后，推进相关数据库建设，为研究和决策提供重要数据支持。 本研究的创新之处是：在教师劳动力市场分析框架下，对我国农村教师供给进行了较为系统的宏观和微观分析。对影响农村教师流动学校层面的非货币性因素进行了分析，对国内中小学教师供给领域以往偏重工资等货币性因素的研究有较好的补充。区分了更换职业和更换学校两类特岗教师离职意愿，并且得到了差异性的分析结果，一定程度上获得了农村新一代教师的特点及其职业变动的规律性知识。但研究仍存在许多不足之处，在后续研究中逐步完善。

Rural compulsory education has always been the under-development in China, teacher shortage has always exist in different ways at different times. Using the analytical framework of teacher supply economics, this study analyzes the influence factors of teacher supply in rural compulsory education in China of macro and micro level. On the macro level, this paper first describes the stocks and flows of quantity and structure of compulsory education teachers by using China Education Statistical Yearbook and China Labour Statistical Yearbook data, and applying the simple model of the aggregate teacher labor market is used to analyze the influence of teacher supply factors by using the panel data of provinces. On the micro level, Using the Data of “The Special-Post teachers” project survey and "Innovative Teaching and Teacher Training" project baseline survey launched by Ministry of Education of China and UNICEF in 2016, the author studies the factors influencing the individual choice of teaching and voluntary mobility of teachers by using the initial career choice model and investment model, and analyzes the influence of rural teachers' subsidies on the supply of rural teachers by using the theory of compensating wage differential. Based on the analysis of the situation and the influencing factors of teacher supply by using the statistical yearbook data, it shows that the teacher supply in the whole country is going from shortage to prosperity, rural areas still face a certain level of teacher shortage and a wide range of teacher turnover. With the popularization of higher education, The number of potential supply of teachers are double the amount of new teachers in primary and secondary schools. Teacher salaries in primary and secondary schools are less flexible than those in the private sector, But the research found the teacher salary is significantly related to teacher supply. The teacher supply in rural area is significantly affected by urbanization and salary policies. Take the special-post teacher as the research object, analyzes the supply status and influencing factors of new teachers in rural areas, the result shows, the typical special-post teacher is a female was graduated from normal speciality in the province university, who from a rural background family has returned to the countryside. The salary is important to the attraction and retention of new teachers in rural areas. The non-monetary factors such as student group characteristics and school working atmosphere have significant influence on the retention of new teachers. The willingness of new teachers to stay in remote schools is lower, and rural life experiences have a significant impact on their retention. New female teachers are more likely to change schools, while men and unmarried new teachers are more likely to quit teaching. Take five counties rural teachers as the research object, the rural teachers voluntary mobility and the impact factor analysis finds 20% to 30% of rural teachers have a tendency to leave. teacher salary level is the main factor that affect teacher mobility intention. The research fails to find that the rural teacher subsidies have a significant retention effect on teachers. The socio-economic status and academic performance of students in the class and teacher professional development activities have significant influence on teachers' mobility intention. Compared with female and married teachers, the turnover intention of male and unmarried teachers was stronger, and more pronounced in the willingness to quit teaching. Based on the analysis results, the following policy recommendations are given. First of all, the comprehensive dynamic prediction of rural teacher demand should be apply and the policy makers should fully understand the difference of rural teachers' posts. Secondly, more flexibly construct the supply system of rural teachers should be made and improve the quality of teacher education. Third, improve the salary of rural teachers. Fourth, promoting the reform of teacher personnel system, and innovating the mechanism of teacher management. Fifth, strengthening the construction of soft and hard environment in rural schools, and enhance the attractiveness of rural teachers. Finally, we have to promote the construction of relevant databases and provide important data support for research and decision-making. The innovation of this study as follow. Under the framework of teacher labor market analysis, the supply of rural teachers in China is analyzed systematically. This paper analyzes the non-monetary factors affecting the rural teachers' mobile school level, it’s a good supplement to the research on the monetary factors such as the previous bias in the supply field of primary and secondary school teachers in China. The two types of teachers' resignation intention were distinguished, the analysis results of the differences are obtained. And the characteristic and the regular knowledge of career change of the new generation of teachers in rural areas are obtained to some extent. However, there are still many deficiencies in the research, which are gradually improved in the follow-up study.