The Relation Of Primary School Teachers' Professional Self-concept And Interpersonal Interaction In Campus

The study discusses the development of primary school teachers' professional self-concept using qualitative research and quantitative research. Main objectives of this research include: (1) Revealing forming and developing rule of primary school teachers' professional self- concept and enriching theory of psychology. (2) Finding more career sustainment for primary school teachers from interpersonal interaction, providing a good work condition for primary school teachers' career development, meanwhile improving primary school teachers' personal quality and the level of psychological health.The conclusions are as follows:(1) Primary school teachers' professional self-concept is a five- dimension construct: specialty self, interpersonal self, social self, emotional self and physiological self.(2) Primary school teachers' professional self-concept shows difference over sex, length of service, grade, and subject. The detail results listed below as: as viewed from career self-concept, male is lower than female, middleaged and youthful teachers are higher than novice and old teachers, low grade teachers are higher than other grade teachers, math teachers are higher than other subject teachers.(3) Evaluating by others in interaction have relations with development of primary school teachers' professional self-concept, thereinto, it's positive correlation between evaluating by colleagues, students and parents in campus interaction and teachers' career self-concept, negative correlation between evaluating by leaders and teachers' career self-concept.(4) Others in interaction have effect on elf-concept over sex, length of service, grade, and subject.