The Current Situation And Influence Factors Of Professional Identity On University Teachers In Jiangsu Province

This research is an empirical study on Teacher Education, with the questionnaire, the research analyses the current situation of university teachers'professional identity in Jiangsu province under the background of the coexistence of market economy and multi-cultural values, not only the overall levels of teachers'professional identity in all universities but also the different levels of teachers'professional identity among universities included. And it probes into the reasons for the differences among universities and the relevant factors of teachers'professional identity from two angles between the school characteristic variables and the individual characteristic variables. Finally, based on the results above, the research put forward some counter measures to promote university teachers'development.The results show that: (1) The overall level of university teachers'professional identity in Jiangsu province is relatively higher than the equal level, of which the score of teachers'professional expectations is the highest, and the teachers'professional values get the lowest score. There are significant differences on teachers'professional identity in different universities. (2) Geography location of the university affects the level of university teachers'professional identity, and the level in northern area of Jiangsu province is the highest. The level of teachers'professional identity in key universities is higher than in the general universities. There are very significantly positive correlation between the university teachers'satisfactions with the management, the salary, the school environment and the level of teachers'professional identity. It means that the teachers'satisfaction increased with the rising of the professional identity level. (3) The interaction of teachers' age and educational qualification affects significantly the levels of university teachers'professional identity, but the main effect was not remarkable. There is a significant effect in university teachers'professional identity in different professional titles, the higher the teachers'titles, the higher the level of university teachers'professional identity. There is no significant difference on the level of university teachers'professional identity among different school ages; it shows that the level of professional identity increases alternately with the growth of teachers'school ages. Teachers in science and engineering have a higher level than those in liberal arts on the professional identities. (4) The influence factors of university teachers'professional identity include not only the type of universities, teachers'satisfaction on schools and teachers'individual characteristics, but also the experiences of study, internship or training before being a teacher, the number of teaching resources in the university and research funds to the teachers, the natural, cultural and institutional environment of the university, teachers'social status, occupational prestige and social expectations, the number of college students and the employment features of them and other factors. (5) Finally, to improve the level of university teachers'professional identity and promote the development of university teachers, the joint efforts of social support, university concern and teachers'reflection are absolutely necessary.