Research On Adult School Teachers' Professional Identity Of Shanghai

Current our country proposes the goal of constructing the harmonious society. During the great course, the adult education plays an increasingly important role. As the foundation of adult education, adult teachers play a more and more important part. It is a pity that presently there is not a systematic research on the adult teachers' working life. In this paper, the research is focus on adult college teachers' professional identity of Shanghai. Adopting interviews, questionnaires and other methods, the research showed the current status quo, problems and solutions of adult college teachers' professional identity, which provide some reference value to adult education and adult teachers' development. This paper is divided into five chapters.Chapter One: The introduction. This chapter is the logical starting point of this study. Firstly, the author describes the study's background, meaning, then defines the concept of adult school, teachers' professional identity, and points out the methods and steps of this study.Chapter Two: The literature review. In the chapter, the present research on adult school teacher and professional identity is reviewed, which is the academic basis for the subsequent study.Chapter Three: The theory on teachers' professional identity. The chapter focuses on the value of enhancing teacher's professional identity, the characteristics of teacher professional identity, and influencing factors of adult school teachers' professional identity. It provides a more solid theoretical foundation for the study.Chapter Four: The analysis on adult school teachers' professional identity of Shanghai. through empirical investigation, the study find ,in general, adult school teachers' professional identity level is higher, but there's still room for raising the level of professional identity. Professional identity does not exist significant differences between men and women, age, seniority, education, title. Professional identity exists significant differences between administrative positions and ordinary teachers, working place in urban and rural areas. Teachers' satisfaction for compensation, occupational prestige, the sense of belonging to the school, the school provides support for study and training, teacher-student relationship etc are important factors of teacher's professional identity. The main factors, which causes some adult school teachers negative ideas towards the teaching profession, are as follows: first, the community's evaluation about adult education is not high; second, teaching adult students is difficult and hardly reflects the value of their own; third, owning to the relative lack of the research conditions and atmospheres, teachers are difficult to achieve academic successes; fourth, because the profession title of assessment is difficulty, there is short of opportunity for advancement; fifth, because of adult education's reform, adult school teacher career development exists the uncertainty; sixth, because teaching task is heavy, it's difficult to develop specialization; seventh, because compensation is not stable enough, some teachers are lack of a sense of security; eighth, schools do not paid much attention to teachers professional training, and teachers career development is limited; ninth, some teachers aren't suitable for adult education.Chapter Five: Thinking and advice on strengthening adult school teachers' professional identity. Basing on the systematic approach, the study points out that in order to raise teachers' professional identity, the government should pay a leading role , the adult school should strengthen teachers' human resource management, and especially teachers must improve their qualities.