The Study On The Status Quo Of Primary Teachers School Culture Identity And Countermeasures

Teachers’identity of school culture refers to a sense of all members in the school towards school culture which including the cognitive understanding, emotional support and behavioral practice. Overall, it means the sense of belonging, pride and responsibility for the school culture, and it has the characters of dynamic, individual, cyclic and subjective. With the growing importance of school culture construction, many schools begin to focus on their school culture construction which plays an important role in school development and teachers’ professional development. But more important point is teachers’identity of school culture. At present, the research about the construction of school culture and cultural identity are relatively full, but research about teachers’school culture identity is lack.The paper mainly includes the following parts:Introduction:In this Part, the research origins of this study, the relevant research both in domestic and overseas about school culture, cultural identity and the school cultural identity, the concept of school culture, school culture identity, and the theoretical and practical significance of this study are given.Chapterl:The research design and process of the study It mainly put forward the research hypothesis as the theoretical support of this study. It contains:the structure of school culture identity including three dimensions of cognition, emotion and behavior the formation mode, including natural way, model influence way, teacher group influence way and school inspire way; the four stages of development, including confusing, exploring, and expliciting.Chapter2:The results and analysis of the study The status quo of teachers school culture identity was examined by analyzing300teachers of primary school from Shandong, Shanxi, Chongqing, and Guizhou province, and investigated by using the self-designed teacher culture identity questionnaire and in-depth interviews..It was found that the primary school teachers present relatively higher identification degree, but their consciousness of culture identity was quite lower, the cognize was apparent and lack of enough practice.Chapter3:Research suggests From the analysis on the factors influencing teachers’school cultural identity, we put forward some countermeasures to promote teachers’school culture identity from the aspects of teachers and schools:through clarifying the dependencies among the development of school, school culture, and teachers development in order to inspire the teachers to pay attention to cultivating consciousness of the identity, the establishment of related incentive system, as well as cultivating their identity feeling and guiding their identity behavior. What is more, school should also value teachers’participation in the process of school culture construction, construct a learning community among teachers, and practice the culture management mode to promote the formation of teachers’school culture identity.