The Research On The Rural Primary Teachers’ Identity In The Transition Period

The social transformation period is changing the rural teachers’ spiritual world. Temptations of material world and the new curriculum reform have influenced the rural teachers’ mind. The rural teachers feel nervous and worried, ask constantly for their self-identity, such as “Who am I?” “Who will I be?” and “How I belong to this group?” Then their identity problems gradually produce.This research based on questionnaires and interviews, for the sample with 132 rural primary school teachers in Liao Cheng surrounding rural areas. From dimensions of self-identity, social-identity and group identity, investigate current identity situation and influencing factors and find the current situation of rural teachers’ identity is unsatisfying. In self-identity, the state of the economy can’t meet the need of the rural teachers’ self-realization, as well as they have low political status and social status; In social identity, rural teachers’ professional development is insufficient, their professional identity is unclear and their occupation prestige is not high; In group identity, they lack of occupation identity and the sense of group belonging needs to be improved. Facing the problems of rural teachers’ identity, the author puts forward the relevant measures from the state, schools and teachers. The state should build institutions and respect the teachers’ economic interests; The schools should change manage system, promote the educational reform; The teachers should advance their professional development, increase their occupation belief and life consciousness.The thesis is divided into five parts. The first part is introduction, which mainly illustrate the research background and motivation, research purpose and significance, the research status at home and abroad, the core concepts and research thinking and methods. This part mainly uses literature analysis method, to sore out and analysis the relevant literature, finding the current achievements and shortcomings.The second part: to interpret the rural teacher identity theory, including the meaning and significance of rural teachers’ identity theory, as well as clarify the basic dimensions of this thesis, which is the theoretical foundation and the basic framework of the thesis.The third part: Combined with the transition background, the author researches the current status of rural primary school teachers’ identity. This part is the core of the thesis, mainly through questionnaires and interviews to investigate the rural primary teachers’ self-identity, social-identity and group identity in their reality living condition.The fourth part: Based on the research of the current situation, analyses the three major factors affecting rural primary teacher identity from the self-identity, social identity and group identity.The fifth part: Facing the problems of rural primary teachers’ identity, the author puts forward the relevant solutions from three aspects such as state, schools and teachers.