A Study Of Professional Identification For Male Primary School Teachers

The proportion of male and female teachers is in a serious imbalance in the primary school teachers'resource allocation system in China, the male teachers'proportion only accounts for about 20%. The differences in teaching caused by the different gender of male and female teachers do not only affect teaching quality, but also make against the students'growth and development. This paper using the literature, interview, questionnaire survey and many other research methods to analyze the professional identification situation of male primary school teachers to try to strengthen the male primary school teachers'professional identification and make people have a further understanding about the career of primary school teachers and then attract more men to join the primary school teachers'team and finally improve teaching quality of the primary school teachers and the education level.Through a research and statistical analysis on professional identification situation of 187 male and 68 female primary school teachers in five primary schools in Ba Yuquan District, Ying Kou City, Liaoning Province the following results are understood:On the whole, the researched 187 male primary school teachers identify with their professional identification, but have differences in various factors. The following shows the details: Professional identification is different according to the different gender of male and female primary school teachers and the professional identification level of female teachers is higher than male teachers'. Professional identification is different according to the different ages of male primary school teachers and male teachers whose ages are below 30 have the highest professional identification level. Professional identification is different according to teaching seniority of male primary school teachers and primary school teachers with 5 years teaching experience have the highest professional identification level. Professional identification is different according to academic qualification of male primary school teachers and the higher teacher holds the higher his professional identification level is. Professional identification is different according to professional title of male primary school teachers and high title primary school teachers have the highest professional identification level. Professional identification is different according to positions of male primary school teachers and among these teachers, teachers in charge of class, the maths teachers, the language teachers, and the English teachers have the highest Professional identification level and no differences for other teachers. Professional identification is different according to different wage of male primary school teachers and the higher teacher gets the higher professional identification level he has. Positive factors affecting professional identification of male primary school teachers in order of affecting degree are: school leader'recognition and affirmation, the realization of self-worth and steady job by. Negative factors are: low wage, no cooperation of parents, high demands from community.Based on the research, I conclude several suggestions to enhance the professional identification of male primary school teachers. First of all, good control of the entrance of being a male primary school teacher and enhancements on understanding of career to normal students; secondly, advancement of the profession development of male primary school teachers and improvement of professional level; thirdly, appropriate evaluation of male primary school teachers'work performance and stimulating enthusiasm for work; fourthly, strengthening the occupational environment, creating a cultural management system; finally, adjusting the proportion of male and female teachers reasonably and improving the social status of teachers.