A Study On The Expectation Of Teachers' Role In Junior Middle School Students

Teachers, as well as the research related to teachers have become the presentresearch hotspot and focus of education. The development of The Times and theeducation modernization also subverts the traditional teacher’s role; different groupsof teachers are endowed with high hopes, as one of the most key elements of theeducation of students of teachers’ role expectation research is particularly important.Teacher’s role expectation refers to the students’ identity demands and hopes toteacher’s attitude or behavior. On the basis of existing research results and a largenumber of references, this study analyze the present situation of junior middle schoolstudents to the teacher’s role expectation, in order to make efforts for the newchallenges and the role integration.This research mainly adopts questionnaire survey to analyze the presentsituation that the junior middle school students how to treat teacher’s role expectation.It selected tow junior schools form Zhaodong and Dalian respectively, a total of400students as the object of investigation. The questionnaire data is analyzed by SPSS17.0software; it divides five dimensions, that is the professional promotion,personality traits, interaction between teachers and students, life attention andteaching management. At the same time it analyzes the reliability and validity of thequestionnaire, finally it determines a formal questionnaire composed of24questions,with higher reliability and validity, aim to investigate different genders, differentregions, and different grade students on teacher’s role expectation and tries toanalyze the causes of differences.Through the investigation we can conclude that junior middle school studentshave a generally higher teacher’s role expectation, different genders and regionsshow that differences are significant on teachers’ role. Girls, on the whole, havehigher expectation than boys; urban middle school students’ expectation of teacher’srole is higher than that of rural middle school students; on each dimension, urbanstudents and rural students have significant difference in professional promotion,personality and life attention. Different grade students on teacher’s role expectationdo not exist difference significantly, but on the concrete dimensions like professionalpromotion, personality and life attention professional exist significant difference.The author puts forward some corresponding advise, in terms of school management, it is necessary to strengthen teachers training activities, improveteachers’ comprehensive quality; pay attention to teachers’ psychological healtheducation, ease pressure and confusion from too high expectation for teachers; At thesame time we should promote parent-school contact actively and strengthencooperation. For teachers themselves, they need understand the characteristics of thestudents in grade and regions difference: as rural teachers should fully understandstudents’ family situation, give them more care in daily life; Urban and rural teachersare required to clear their own role, for first grade they can develop into life teachers,help students adjust the new environment; Do management teachers for second grade,solve the adolescence confusion; Do the charismatic teachers for third grade,indicate the development direction for students in the future.