A Research On Professional Identity And Related Factors Of The Middle School P.E. Teachers In Fujian

In theoretical discussions and empirical approach, this study adopts literature data method, questionnaire and mathematical statistics, logic analysis and other methods to research the middle-school P.E. teachers' professional identity.Firstly, based on the related theory of teachers' professional identity and the characteristics of physical education of middle school, it studies the concept and theoretical structure of the P.E. teachers' professional identity to form a theoretical basis.Secondly, it applies the method of questionnaire survey, project, factor analysis and technique to inspect and correct the structure dimension of the P.E. teachers'professional identity in empirical approach. Meanwhile, it establishes a questionnaire on investigating P.E. teachers'professional identity which meets the requirements of psychometric.Thirdly, it surveys the status quo on the professional identity level of the middle-school P.E. teacher in Fujian using the self-design questionnaire, and then analyzes the current status and characteristics of the middle-school P.E. teachers' professional identity. The results of the study are as follows:(1) the overall level of the middle-school P.E. teachers' professional identity is average high, but there is an unbalanced reflection of the four factors of P.E. teachers'professional identity. Teachers get a higher mark in the professional standard factor while a low mark in the professional emotional factor. (2) The professional identity level is affected by seniority factor, position factor, school level factor and location of the school factor:the professional identity level of the middle-school P.E. teachers who has 11-15 years working experience is significantly lower than that of 6-10 years,16-20 years and more than 21 years working experience; The professional identity level of the general middle-school P.E. teachers is significantly lower than the one who has an executive position in school; The professional identity level of the teachers in average middle school is significantly lower than the one in the Level 1 standard school or Level 3 standard school; The professional identity level of Urban middle school P.E. teachers' is significantly below the one in township middle school. (3) There is no significant difference in P.E. teachers' professional identity in terms of different gender, different degree and different titles. Fourthly, the study applies the correlation, regression analysis and structural equation model technology to investigate the relation between the P.E. teachers' professional identity and occupational values. The results show that positive correlation exists between P.E. teachers' professional identity and their occupational values. To some extent, P.E. teachers' occupational value positively forecasts their professional identity.