当前我国农村教育相关群体对寄宿制学校教师的角色期望主要分为三种:社会的“道德完人”、学生的“第二父母”、学校的全能管理者。面对这样的角色要求,农村寄宿制学校必须保障资源配置,为孩子们配备生活指导教师和保育员、校园文化活动教师以及餐饮和公共卫生安全专职人员等。 At present, the related expectations of rural education-related groups in boarding school teachers are mainly divided into three types: social “moral integrity”, “second parents” of students, and all-round administrators in schools. Facing such role requirements, rural boarding schools must ensure the allocation of resources, equip their children with life instructors and caregivers, teachers of campus cultural activities, and full-time staffs in catering and public health and safety.