Relationship Of The Special Post Teachers’ Professional Identity, Job Satisfaction And Job Involvement In Xinyang City

Today with the rapid development of society," science and technology is the firstproductivity" is reflected. It is not only an important tool for national development, but is theessential tools for the transformation of human nature. Education as a science and technologyway to learn more and more by society and the State, by the people pay attention to it. Chinais a developing country, so dependent on science and technology is particularly prominent, atthe same time, China is still a large population, relatively low technology, resource-rich,relatively densely populated agricultural country. So, rural education is the biggest challengefacing China since the reform and opening up. How to improve the quality of rural educationteacher, the motherland’s future successor a better learning conditions, is the key to solve thisproblem. Policy promulgated by the state, part of the college’s graduates are encouraged to putinto the cause of education in rural areas and the establishment of a special faculty positions,referred to as "special post teachers”. Therefore, the research on the use of interviews,questionnaires, literature analysis, and by the descriptive statistics, independent samples t-testand regression analysis and other statistical analysis methods, to investigate the currentsituation of China’s special post teachers professional identity and its work the impact of theinvestment in the relationship.The results show that: first, the special post of male teachers in the three aspects ofthe career emotion recognition "vocational ability Identity and the Occupational recognizedthe value of the strength of the female teachers of the special post is basically the same.Special post teachers married than unmarried special post teachers in vocational emotionalidentity, professional ability identity higher professional values agree the two are the same;special post teachers in primary schools to be significantly higher in terms of professional competence recognition special post of teachers in secondary schools, and in the career valuerecognition and career of emotional identification with aspects of both is the same.Second, the special post teachers mutual relationship between professional identity(Occupational emotional identity, professional competence recognition and professionalvalues agree) and job satisfaction (leadership, management, pay and benefits, the work itself,the work environment, interpersonal). Negative correlation which in addition to salaries andbenefits, professional competence, showed a negative correlation between the various otherdimensions; special post teachers’ professional identity (Occupational emotional identity,professional competence recognition and professional values agree) affect the work put into(vigor, dedication, focus). The higher the degree of professional identity, the greater thedegree of job involvement, on the contrary, lower professional identity, and the work put intothe smaller degree. There was a positive correlation between the various dimensions of thetwo variables; affect job involvement (vigor, dedication, focus) job satisfaction (leadership,management, pay and benefits, the work itself, the work environment, interpersonalrelationships). High job satisfaction special post teachers, the higher the investment of hiswork, the contrary low job satisfaction special post teachers, his work lower investment.Through hierarchical regression analysis to verify the assumptions of this study,professional identity of the dependent variable job involvement reached a significant level ofcontrol of the mediating variables job satisfaction, professional identity of the work put intothe standardized regression coefficients have reduced but still significant. Therefore, jobsatisfaction is a partial mediator role between the professional identity independent variablesand the dependent variable job involvement.Recommendation: first, to give a good campus environment, provide a relaxedenvironment for teachers, enhance the enthusiasm of teachers’ work. Second, schools shouldadopt an open management should be publicized, for many of the rules and regulations, and supervision and management and welfare benefits should be fair. Third, schools shouldprovide training opportunities for teachers to make the professional competence of teachers inthe stage of continuous development, so as to avoid much difference in education anddeveloped areas.