I find that the difference between male and female teacher is significant on their conception of sustainable development , and the male teachers holds prior opinions . because of different sense on student development and student cognition , primary school teachers are differentiated from other group of teachers ; teachers with secondary school education background are differentiated from teachers with higher education background ; although there is no obvious difference on sustainable development resulted from age difference , there are teaching motives and emotional and physical quality differences in various age groups ; the aspect influenced mostly by age factor is the conception of teaching effectiveness ; school type is not related with the sustainable development of teacher . based on my research , i make the following suggestions to the practical scheme ( the life - long continuous education ) aimed at improving of sustainable development of teacher ' s quality 第三，通过对来自14所学校的272位教师问卷调查，统计分析发现：因学生发展观和身心素质不同导致男女教师可持续发展系统水平产生差异，男教师优于女教师；因学生发展观和学生观不同导致小学教师与其他学段教师可持续发展系统水平产生差异，小学教师低于其他学段的教师；因学生发展观和学生观不同导致中专毕业的教师与其他学历的教师可持续发展系统水平产生差异，中专毕业的教师与他学历的教师有差距；虽然不同教龄段的教师可持续发展系统水平差异不显著，但进一步比较发现，在教学动机和身心素质方面还是有差异的，并且与教龄变化最紧密的是教师的教学效能感；教师可持续发展系统水平与学校类别无关。
According to analysis of original cause of these phenomena , the study gets various inspiration from the following aspects : teachers " psychological consultation and healthy protection specialization training and their appraises mechanism . therefore the study seeks strategies which can enhance teachers " sense of teaching efficacy and teaching motivation , also can alleviate teachers " stress and pressure 依据这些现象的成因分析，本研究在教师心理辅导和保健、师资专业化培训、教师评价机制等方面均得到不同角度的启示，由此寻求增强教师教学效能感和教学动机、消解教师紧张和压力的策略。
