众所周知，打工子弟学校教师工作量大、待遇差，没有培训机会；学生流动性大且素质差，非常不好管理；家长不配合老师的工作。以往的调查也显示教师学历低，流动性非常大，但是本研究的个案学校—京华希望新公民学校，却有一部分老师选择进入这所学校并能继续留下来任教，究竟是什么原因使得他们有此选择，这是本研究的重点。研究目的是要研究在打工子弟学校的运作和管理过程中到底是什么原因使得一些老师选择进入并且长时间留在打工子弟学校，分析个案学校教师就业的内部、外部两方面的动因，探讨这背后的社会问题，并提出继续稳定打工子弟学校教师队伍的思路和对策，提高教育教学质量，保障流动儿童教育公平。研究方法是在对个案学校教师情况进行初步分析的基础上，运用质性研究方法进行参与式观察、教师访谈和文本收集，走进学校老师真正的工作和生活场所，尝试走入他们的内心倾听他们的心声，得到教师就业动因的第一手资料，分析他们进入打工子弟学校任教并继续留任的背后原因。研究结果：京华希望新公民学校教师年龄偏大，这主要是因为家庭化的人口迁移，在附近租房，为了能够照顾丈夫、孩子、老人，在附近找到这所学校任教；从地方院校刚毕业的年轻老师由于教育资源与高校录取的弱势所以学历较低，再加上来自农村家庭的大学生-“贫二代”在就业时存在“人脉短板”，因此选择进入打工子弟学校有一部分原因是在外部环境的压力下促成的。缘于很偶然的机会，抱着试试看的态度进入京华希望新公民学校任教，由于校长理解、支持这些老师的工作，并经常和老师探讨如何教好这些农民工的孩子，从心态方面和教学方法两方面给予指导，注重从感情方面留住老师，京华希望新公民学校自2008年9月由南都公益基金接手，“自办校”变成“公益校”，使得一些教师都心甘情愿地留任。当累和操心成为一种习惯，当习惯变成喜欢，老师们习惯了在学校的生活节奏和压力，再加上对农民工孩子的同情，想尽力较好他们，因此选择继续留在京华希望任教。社会理性成为打工子弟学校教师的主要就业动因。建议政府部门积极扶持打工子弟学校，对有意愿、有能力胜任工作的老师给予编制、培训、工资待遇等制度和政策上的倾斜，使得打工子弟学校的老师在自愿选择进入后能安心留下继续任教。增强打工子弟学校教师的稳定性，帮助农民工子女在“有学上”的基础上能“上好学”，提高教育教学质量，保障农民工子女的教育公平。

As everyone knows, teachers are enjoying bad material benefits in schools for children of migrant workers, not to mention getting an opportunity of training. Students in these schools are fluid, and their comprehensive capabilities are less than satisfactory. As a result, good administration of them is beyond imagination. Moreover, parents of these lambs don’t pay their attention to collaborate with teachers. Previous researches show that teachers in such schools are fluid as well. But the case I focused holds its own characteristics. Some of teachers in Jinghua New Citizen School hold on to teach in this school for children of migrant workers. Why they make their decision to do so and this question is the key of this research. Author tries to walk in their inner life by living and working with them, gets the first hand materials, and then figures out reasons why they came and chose to persist in teaching there. This research indicates that the average age of teachers in Jinghua New Citizen School are older than that of public schools. And most of them chose to stay here mainly for their family, in that other family members have immigrated to Beijing. Young teachers have no choice to get access to public school on account of their educational background or their family background but to choose to teach in this school. Judging from reasons above, we can infer that the wet-noses’ decision they have made are under stress of employment from social environment. Teachers here out of trying achieve principal’s understanding and strong backing none the less. Principal Fang often organises discussions with teachers to probe into how to educate students as children of migrant workers well. He supplies teachers with guiding advice in teaching methods and attitude. At the same time, he advocates persuading teachers to stay by emotion. In August 2008, Narada Foundation started to sponsor Jinghua. And so, Jinghua transfers its status from self-supported school to public welfare school. This transfer consists of reasons that teachers choose to stay. When overwork and concerns about students become a type of custom, and there is enjoyment in this type of custom, teachers in Jinghua are accustomed in strong rhythm and stress of life in school for children of migrant workers. In addition, out of sympathy, they make their every endeavour to educate children of migrant workers here. Naturally, they choose to persist in their post rather than to leave. Author suggests that government should provide schools for children of migrant workers with more support, and share parity of treatment with teachers in public schools such as teacher establishment, training, etc. Government should take on its responsibility for enforcing stability of teachers in schools for children of migrant workers, for assisting every such child to get better education, for making persistent advance in quality of education, for insuring education equity to children of migrant workers.