乡村教师是乡村教育发展的第一资源，也是城乡世界的连接者。近年来，国家愈发重视乡村教师的发展和成长，出台了诸多支持政策，例如，《乡村教师支持计划（2015-2020）》、《教师教育振兴行动计划（2018-2022）》等。乡村教师成长发展的支持服务体系逐渐得以完善。然而，长期以来形成的城乡教育差距使得乡村教师的能力和职业态度受到质疑，乡村教师的职业吸引力弱等现象仍然存在。

在场域理论的视角下，能动性研究关注教师个体与社会结构的互动关系。能动性始终是行动者与社会对话的过程，对能动性的研究无法脱离具体的人或情境，客观位置的空间与主观立场的空间应放在一起分析。在具有二重性的社会结构中，乡村教师能动性的表现水平究竟如何？乡村教师所处的场域又是如何影响能动性的？这是本研究力图回答的研究问题。研究乡村教师能动性的最终目的，是希望通过增强乡村教师能动性以提高专业素养，改善教育教学效果，从而进一步实现公平而有质量的乡村教育。

本研究采用混合研究方法，通过问卷调查、田野观察与访谈，将收集到的定量和定性数据进行互补对话，旨在揭示乡村教师能动性的特征及其影响因素。研究分为两个阶段：

第一阶段为定量研究。基于场域理论构建教师能动性理论框架，参考教学与学习国际调查（TALIS）问卷，编制教师能动性量表。通过整群抽样对 Y 县 13所初中学校 607 名教师的能动性水平进行调查。因素分析结果揭示了教师能动性的 5 个维度：角色责任、教学效能、自主调整、专业认同与决策参与；以及场域影响因素的 4 个维度：学校氛围、同事合作、制度规则、社会认同。相关分析与回归分析结果表明，同事合作、学校氛围和社会认同对乡村教师能动性具有显著正向预测力，而制度规则对教师能动性具有显著的负向预测力。

随着时代的变迁，乡村教师的能动性呈现出不同的表现形式。在讨论部分，本研究尝试借助时间流（time flow）的概念进一步乡村教师能动性，一方面关注过去与现在的联系（即乡村教师的惯习），另一方面延伸到未来（即前瞻性）。此外，本研究从社会文化资本、角色责任以及制度规则层面探讨了乡村教师能动性的特征及其影响因素。研究认为，提升教师职业的社会认同，强化教师的角色责任，为教师提供更多自主空间，是提高乡村教师能动性的关键所在。

Rural teachers play a key role in rural education development and they are also the link between urban and rural world. In recent years, China has laid more emphasis on the development of rural teachers. Under the guidance of the “Rural Teachers’ Support Plan （2015-2020）” and the “Teacher Education Revitalization Action Plan （2018-2022）”, the social support system of rural teachers has been gradually improved. However, the long-term gap between urban and rural education makes rural teachers’ abilities and professional attitude be questioned and their job has been less attractive to young people. This study will focus on two questions: （1）What is the performance level of rural teachers' agency in the dual social structure?（2） How does the social structure of rural teachers affect their agency?

From the perspective of field theory, the study of agency focuses on the interaction between individual teachers and social structure. Agency is always a process of dialogue between agent and society. The study of agency cannot be separated from specific people or situations, and the space of objective position and the space of subjective position should be analyzed together. Therefore, this study adopts a mixed method, through measurement and fieldwork, to reveal the behavioral characteristics and influencing factors of rural teachers' agency. The studyconsists of two phases:

The first phase is quantitative research. This study developed Teacher Agency Scale （TAS）, referring with the questionnaire of Teaching and Learning International Survey. By using stratified cluster sampling method, 13 middle school teachers were investigated. The factor analysis reveals five dimensions of teachers’ agency, including teaching efficacy, role obligation, professional identity, self-adjustment and decision participation, and four dimensions of social structure, including collegial relationships, school climate, social identity and regulations and rules. TAS has a good reliability and validity and can be used for similar researches in the future. The results of correlation analysis and regression analysis reveal that collegial relationships, school climate and social identity positively predict the rural teachers’ agency, while the regulations and rules have significant negative prediction function to the agency of rural teachers.

The second phase is qualitative research. My fieldwork was done in a primary school in Y county, Yunnan province in May 2019. Fieldwork methods, including a DRM questionnaire, in-depth interviews and observations, were used to explore the behavior characteristics of rural teachers' agency and its influencing factors. The study finds that the practice of rural teachers' agency is embedded in their daily learning and work, which is affected by factors such as school culture, colleague relationship, professional status and working time.

Agency reflects a psychological structure of individual teachers and a social structure of rural education as well. With the era changing, rural teachers’ agency has taken on different forms. In the discussion section, rural teachers’ agency and its influencing factors are explored from the social cultural capital, teachers’ role obligation and institutional levels. The results therefore suggest that strengthen social identity and role obligation and provide independent space is the key to improve rural teachers’ agency.