Study On Professional Identity Of Special School Teachers

Teachers’professional identity is about teachers’positive cognition, experience and behavior tendency to their own profession and the internalization vocational character. Because of the special object of special education, the teacher of special education is not easy to get the sense of gratification and achievement in the work. Some researchers have already studied the adaptive state of teachers’profession from the job burnout angle. But under the concept of positive psychology to pay attention to the professional identity of special education teachers has a more positive significance to guide them to their professional positive ideas and increase their professional enthusiasm.In this study,397teachers from17special school of Shanghai and Guangxi as the research objects and using the method combined the quantitative research and the qualitative research, making further studies of the professional identity of special education teachers, especially, the current overall situation of their professional identity, the characteristics and influence factors of the formation and development of their professional identity by case study. The results of this study show that:1. The "professional identity questionnaire of special school teachers "this research composed shows reliability and validity, and it can be an effective measurement for special school teacher’s professional identity.2. Special education teachers have an overall level of higher professional identity. There are no significant differences between the professional identities on the overall level of special education teachers in Shanghai and Guangxi. But there are significant differences in the professional ability dimensions.3. In the mass, there aren’t significant differences in gender, age, seniority, education, professional title, school type, the previous profession and whether are authorized. However, there are significant differences in monthly income and whether participated in the provincial and municipal training.4. Through the case study, we found that the special school teachers’professional identity formation and development has three characteristics:special education teachers’professional identity formation mechanism of subjective initiative; special education teachers’professional identity in the formation and development of a dynamic persistence; special education teachers’professional identity in the formation and development of influencing factor diversity. 5. The main factors that influence special education teachers’professional identity are special education teachers’personal particularity, special education teachers’professional learning experience, the professional environment that special education teachers’placed, etc.