The Qualitative Research On College Teachers' Professional Identification

The 21st century is the era of intellectual economy. University, as the place of talents bringing up and gathering, the issue of teacher construction there definitely is the most important work. However, there is a problem that can not be ignored that the professional identification of college teachers is weaker and weaker nowadays. This situation limit the development of the teacher themselves as well as the teaching quality. Therefore, how to construct college teachers'professional identification consistently and effectively and motivate their potential, enhance the quality of teaching is one of the common concerned issues of academic community and all levels of organizations.In this research, we choose 22 teachers of Jiangxi University of Finance and Economic as the samples via RDS sampling, and then through the interviews we got a lot of useful information and succeeded in making a qualitative analysis of this with the help of Nvivo8.0 software which belongs to the company of QSR. After those preparations, we give a discussion of the college teachers'professional identification with categorizing and contextual analysis.The results are as following:(1) This research shows that the professional identification of teachers in Jiangxi University of Finance and Economic is a gradual increasing process.(2) The research suggests that the theoretical dimensions of professional identification of teachers in Jiangxi University of Finance and Economic include professional knowledge, professional feeling, professional morality, professional conduct and professional development.(3) The research shows that the factors that affect the professional identification of teachers in Jiangxi University of Finance and Economic have three main levels:the individual level, professional level and organizational and social environment level, in which the factors of organizational and social environment level are the most important, and professional level factor is not mentioned in the previous research.(4) According to the research, we found that the number of years set for teaching produces an influence on the teachers'professional identification. The longer they teach the stronger their professional identification is. At the same time, the majors also affect teachers'professional identification. Teachers whose major are relate to humanities hold stronger professional identification then teachers of science and engineering.(5) The research found that the formation and development of college teachers' professional identification can be divided into three stages and five periods:before engaging in profession-Advance (confused period), engaging the profession-medium term (the honeymoon period, reason and integration of period), and future development-the late (development period), and in each period time teachers'professional identification shows different characteristics.(6) According to the data analysis of college teachers'professional identification interviews, I construct the following four hypotheses to be tested in future research:H₁:If college teachers are engaged in the mainstream school of professional expertise, it helps to enhance their professional identificationH2:Students'positive feedback helps to strengthen the professional identification of University TeachersH3:Good communication among colleagues would strengthen the professional identification of university teachers; On the contrary, it will reduce the university teachers'professional identificationH₄:College teachers'professional identification is constantly evolving after understanding and grasping professional knowledge and skillsIn the last part, I propose advises from the aspect of both individual and school. As to the angle of individual, we can stimulate their interest in major study and encourage them to take part in major activities to instruct teachers'professional identification. From the other aspect, the school leaders should consider the direct interaction of the college teachers'professional identification in during the process of regulation designing. In addition to this, a reasonable evaluation system of professional titles, a rational training rules and a harmonious and friendly atmosphere for scientific research exchanges are all helpful for the establishment and development of college teachers' professional identification.