Passive Laziness or Helpless? Research on Teacher's Resistance in Distance Training
At present， teachers' distance training provide sa well-designed project， a fair learning opportunity， and high-quality training resources without time and space limitation. However， it also encounters some problems such as teachers ' negative resistance ， peifunctory attitude ， resentment， and avoidance. Such peiformance can be summarized as resistance to distance training of teacher' s professional development. To figure out the reasons that cause the resistance， this research proposes the potential factors， a model and a corresponding hypothesis from three dimensions including the individual attributes of teachers ， their occupations and distance training based on the existing research results. More than 500 teachers participated the survey with the measurement tools for potential factors during an actual distance training project. Then， more than 500 data were collected and analyzed. The default model was verified and conclusions are as follows. First， individual attributes and teachers' occupation will trigger resistance to distance training， and there is no significant linear relationship between those resistant factors. Second， the distance training method has no effect on the resistance. Third， teachers ' inertia ， unexpected time ， non-teaching time ， psychological burden， and insecurity have significant positive influence. Therefore， it is recommended to reduce the teachers' resistance based on teachers ' individual characteristics ， training design arrangement ， support services to weaken the positive influence. Finally， mental interests and administrative support which have negative influence on resistance should be enhanced strategically.