Study On The Vocational Delay Of Gratification And Professional Identity Of Middle And High School Teachers

The study of China’s vocational delay of gratification and professional identity status of middle school teachers and the relationship between them, has proposed corresponding improvement suggestions for secondary school teachers and schools, in aims to improving teachers’vocational delay of gratification and professional identity, helping teachers to work better and promoting the progress and improvement of teaching level.This research adopts the "vocational delay of gratification questionnaire" and "primary and secondary school teachers’ professional identity scale".404secondary school teachers was taken in the questionnaire survey of self-evaluation, the higher the scores were, the better the teachers’vocational delay of gratification and professional identity were. The data was analyzed by SPSS16.0statistical software, and the results indicate that:(1) The overall condition of secondary school teachers’ vocational delay of gratification is health; vocational delay of gratification exists significant differences in terms of marital status, educational level, school type, professional title, school age and the average monthly income. There is no difference in the gender, age, school location and title.(2) The level of professional identity is high; there are notable differences in the gender, age, school location and school type and no difference in marital status, educational level, professional title, school age and the average monthly income.(3) Secondary school teachers’ vocational delay of gratification and professional identity has significant positive correlation; secondary school teachers’ professional identity can predict the middle school teachers’ vocational delay of gratification, that is to say the better the professional identity is, the better the vocational delay of gratification is.Secondary school teachers should constantly deepen the cognition and understanding of teachers’ profession, do a good job in their own career planning. The school should also provide teachers with a good working and developing environment, establish a scientific and effective job incentive mechanism, improve the teacher training system, and strengthen the mental health education of teachers.