Research On Professional Identity Of Young Teachers In Secondary Vocational Schools

With the rapid development of secondary vocational education, the number of teachers is growing, especially in the number and proportion of young teachers are in the fast-rising, and young teachers have become the main force in secondary schools. Professional identity can help young teachers to adjust career in more shorter period, to overcome job burnout, to establish professional ideal, and promote the professional development of young teachers and the whole teacher group.This study investigates 212 young teachers from different types 7 secondary schools in LiaoNing and ShanXi province by the methods of questionnaires and interviews. It shows in the survey that the general situation of the professional identity of young teachers in secondary vocational schools lies between general agreeing and more agreeing. The professional identity status of young teachers is worse. Generally speaking, there are several problems in the professional identity of young teachers in secondary vocational schools: their professional cognition is not sufficient; they lack professional enthusiasm and ideals. Based on this, the author analyzes reasons for those problems in the thesis. Significance test is carried out to find out how different the professional identities are of teachers from different secondary vocational schools based on different variables. According to the results, significant difference appears on teachers'professional identities depending on whether they are head-teachers or not, whether they are graduated from normal majors or not, whether they are from ordinary schools or key schools. Young teachers'professional identities are significantly different based on their age and gender. Teachers with different teaching years are also significantly different on their professional identities. Attribution analysis is taken to do with the results. Taken the problems of teachers'professional identity and the attribution analysis of different variables into consideration, the author puts forwards some strategies and suggestions on how to promote the professional identity of teachers in secondary vocational schools from aspects of the society, schools, and teachers: at the social level, to improve secondary vocational school teachers access system, to improve the attractive of secondary vocational school teacher profession; at the school level, to improve humanistic management, to support teacher development; at the teacher level, to clarify the understanding of secondary vocational school teacher profession, to improve teachers'professional competence.