乡镇学校长期面临师资力量薄弱的问题。为缓解教师资源配置不均，让更多孩子享受优质教育，支教成为乡村教育系统的补充策略。要想减少支教教师的流失，保证支教的教育收益，则需先探究清楚长期支教教师的志愿服务动机。

本研究采用半结构访谈法和文本分析法，对“美丽中国”长期支教教师的志愿服务动机进行分析。研究发现，支教教师最初主要出于职业探索、阶层同情、反叛体验、意义找寻而报名长期支教项目。他们的初始志愿服务动机并不是单一的，也会考虑可操作性、情绪满足和价值匹配。当支教教师进入真实的教育场域后，其志愿服务动机会因为领导态度、教师与志愿者双重身份的要求、教学与行政的工作压力、与本地教师的利益冲突、与校长和家长的教育理念差异等出现波动。归根到底，这主要是因为乡镇学校承担着教育和扶贫的双重任务，处在府际间压力型体制的最后一层，整个学校系统较为保守和封闭，崇尚科层制、标准化和本土化。对比发现，相比官僚型校长，变革型校长对支教教师志愿服务动机的维持和提高有积极作用。有过工作经历的支教教师更容易采用调适的策略应对乡镇教育场域的冲突，抵制外界环境对志愿服务动机的消极影响。最后研究发现，能让支教教师即使面对种种冲突、压力，仍能保持对支教的投入的，是带给学生正向影响的成就感和出于教学道德自觉的责任感。

本研究建议“美丽中国”及类似长期支教项目的管理者，应尽可能呈现支教的全貌而非过度渲染美好的幻想，培训支教教师面对乡镇教育冲突、压力的能力；应持续地为支教教师提供情绪支持和方法支持，让支教教师感到被理解、被尊重；应向合作学校表明自己的教育理念，为支教教师在学校争取更大的自主裁量权和创新空间；应重视社会招募，将有过工作经历的支教教师和应届毕业不久的支教教师搭配在一起，形成同伴支持。

Rural schools have long faced the problem of weak teacher resources. In order to alleviate the uneven allocation of teacher resources and allow more children to enjoy quality education, volunteering teaching has become a supplementary strategy for the rural education system. In order to reduce the loss of teaching staff and ensure the educational benefits of volunteering teaching, it is necessary to clearly explore the motivations of long-term volunteer teachers to volunteer.

This study used semi-structured interviews and textual analysis to analyse the volunteering motivations of the “Teach for China” long-term volunteer teachers. The study found that the teachers initially signed up for the long-term teaching programme mainly out of career exploration, class sympathy, rebel experience and meaning seeking. Their initial motivation for volunteering is not one-dimensional, but also takes into account practicability, emotional fulfilment and value matching. When volunteer teachers enter the real educational field, their motivation to volunteer fluctuates because of the attitude of the leaders, the requirements of the dual status of teacher and volunteer, the pressure of teaching and administrative work, the conflict of interest with local teachers, and the different educational ideas from principals and parents. In the final analysis, this is mainly due to the fact that rural schools bear the dual tasks of education and poverty alleviation, and are at the last layer of the inter-governmental pressure-based system, where the whole school system is more conservative and closed, and where hierarchical, standardised and localised systems are advocated. Comparison reveals that, compared to bureaucratic headmasters, transformational headmasters have a positive effect on the maintenance and enhancement of teachers’ motivations to volunteer. Volunteer teachers with previous work experience were more likely to use adaptive strategies to cope with conflicts in the rural educational field and to resist the negative effects of the external environment on motivations to volunteer. Finally, the study found that what keeps teachers committed to teaching, even in the face of conflicts and pressures, is the sense of achievement that brings positive impacts on students and the sense of responsibility that comes from the moral consciousness of teaching.

This study suggests that managers of “Teach for China” and similar long-term education programmes should present the full picture of education as much as possible instead of over-exaggerating the illusion, and train the teachers to face the conflicts and pressures of education in the rural settings; they should continuously provide emotional support to the teachers, so that they feel understood and respected; they should make their educational philosophies clear to partner schools and strive for greater discretion and room for innovation in schools for volunteer teachers; social recruitment should be emphasised by pairing volunteer teachers who have previous work experience with those who have recently graduated to form peer support.