The Study Of Current Situations And Countermeasure On Xinjiang Ethnic Minority Teachers Professional Self

Teachers'professional self is their self-cognition, self-evaluation and emotional experience concerning their profession, which are produced in their educational work and teaching.The present study was designed to investigate the current situations and their affecting factors on Xinjiang ethnic minority teachers'professional self, and analyzing the problems existed in the development of ethnic minority teachers'professional self, also give the constructional advices on the development of ethnic minority teachers'professional self. The present study used self-made Questionnaire about Xinjiang Ethnic Minority Teachers'Professional Self as a researching tool, and analyzing the current situations on teachers'professional self by the methods of questionnaire and interview.The main conclusions are as follows:(1) The developing level of Xinjiang ethnic minority teachers professional self ranks a little above average, in which the self-experience gets the highest scores and the self-regulation gets the lowest scores.(2) The teachers of different ethnicities have no differences in self-cognition and self-experience, while it has significant differences only in self-regulation, especially the female teachers have higher scores than that of the male teachers.(3) The teachers of different nationality have significant differences in self-cognition and self-experience. While there are no significant differences in self-regulation between these two ethnicities.(4) There are significant differences in self-cognition, self-experience and self-regulation between different regions, in detail, the teachers in the north area of Xinjiang have higher scores than that of the south.(5) The teachers of different HSK level have no significant differences in self-cognition, while there are significant differences in self-experience and self-regulation, in detail the teachers of higher HSK level have higher scores than that of lower.(6) The teachers of different academic degree have no significant differences in self-cognition, while there are significant differences in self-experience and self-regulation, especially it increases along with the levels of academic degree.(7) The teachers'professional self of different teaching ages shows a trend of rising-falling-rising. And there are significant differences in teachers'self-cognition, self-experience and self-regulation. (8) The teachers in different school grade have significant differences in self-cognition, self-experience and self-regulation, in detail the scores of them decreases along with the schools in prefectural-level city, county-level city, town and rural area.(9) The factors which affect the teachers' professional self are career belief, achievement motivation, consciousness of development and self-reflection; social status, school atmosphere.