A Study On Secondary School Teacher's Professional Accomplishment

Teacher's professional accomplishment is a kind of subjective experience. To create professional accomplishment, teachers have to possess certain kind of teaching ability to accomplish his/her educational and teaching task. Someone who has professional accomplishment, he must have achieved his goal, his needs must have been satisfied, he must have realized his self-worth.In the modern context, the government need such kind of research on teacher's development for policy making. Studying on teacher's professional accomplishment is of great significance for the development of teacher, as well as for the development of theory. When talking about the policy,'education should be run by educator'is not only a strong voice of civil society, but also rising as the national strategy. We need a large number of excellent teachers who are eager to devote themselves to education become educational experts and finally educators. When talking about the theory, on the one hand, in the philosophy research areas, human beings is not only a problem of being present, but his physical worlds and his spirit worlds. What we need is not just live but life with high quality. On the other hand, the development of educational administration theory pay more and mort attention on people in education life. Nowadays, most parts of China teachers have solved the problem of being living, so we should pay more attention on teachers'spiritual pursuit and value pursue. When talking about the realistic state, teacher burnout has become a social problem. People have paid close attention to it. Teacher's professional accomplishment is one of the feature of teacher burnout, as well as one of the most important reasons for teacher burnout. Therefore, enhancing teacher's professional accomplishment becomes an important issue when we are trying to resolve this problem and cultivating more educators.This dissertation developed a scale for secondary school teacher's professional accomplishment base on the analysis of the theory for teacher's sense of professional achievement. It also carried out an empirical research on secondary school teachers from different part of China. We have collected 6,073 valid sample from 107secondary schools of 28 provinces. The data analysis results show that the state of secondary school teachers' professional accomplishment is not optimistic. Only 40% teachers feel they have professional accomplishment.70% teachers thought that not only themselves but their colleagues don't have professional accomplishment either. Close analysis of the statistics shows the regional variations:teachers'who are from central China sense of professional accomplishment is stronger than teachers from other area of China, while teachers from east part get the lowest sense of professional accomplishment. Teachers from rural area have stronger sense of professional accomplishment than teachers who come from city. Teachers from senior middle school have stronger sense of professional accomplishment than junior middle school teachers. Teachers from upper secondary school have stronger sense of professional accomplishment than common secondary school teachers.This dissertation has also analyzed the factors that affect the sense of teacher's professional accomplishment. Gender, subject, teaching-age, manager of the class or not, professional title, post, working hours all has obvious influence on teacher's professional accomplishment. While the educational background and the absolute number of income does not have obvious influence on teacher's professional accomplishment. There exists the positive relation between the interior factors and teacher's professional accomplishment. The interior factors include teacher's occupational conviction, teacher's professional emotion, teacher's professional cognition and professional behavior. Among them, teacher's occupational conviction has the most important influence while teacher's professional emotion has the least influence. The linear relation between external factors and teacher's professional accomplishment are good. The external factors include social expectation of teacher's role, teacher's satisfaction on incomes, personal relations, school factors and external evaluation on teacher's achievement.In this research, I tried to summarize the rules of the formation of teacher's professional accomplishment, and construct a theoretical model to explain teacher's professional accomplishment. Taking example by using the model of information processing for computer to explain the process of human's psychological process by psychologists, we put forward five system of teacher's professional accomplishment model, including object system, preparation system, input system, processing system and output system. This model try to explain how the internal and external factor play their role in the process of teacher's professional accomplishment. Based on this model, we find some approaches to enhance teacher's sense of professional achievement, that is to enrich the preparation system, optimize the input system, improve the processing system and promoting the quality of the products of output system.Finally, this dissertation proposed the countermeasure on enhancing secondary teacher's professional accomplishment from two aspects, external guarantee and self-improvement. Government, educational administration departments, society and secondary school should be responsible for making proper policy, cultivating a good social atmosphere and improving schools environment. For teachers, they should be responsible for self-improvement, find themselves in self-examination, for itself on the basis of in itself, transform conscientious to autonomously.