A Study On Novice English Teachers’ Identity In Senior High School In Guangxi

The strength of the professional development of teachers’ consciousness is associated with the degree of teachers’ identity and the number of teachers’ professional development behavior is related to the discretion of the degree of teachers’ identity. In addition, it is a key period for a novice teacher’s professional development in the early years of entering into schools, career and society. Although the number of domestic and foreign researches on teachers’ identity is increasing, the studies on the identity of novice teachers in high school are less. Based on lots of previous studies, the author combined the qualitative research and the quantitative research. The author adopted questionnaire and interview to investigate 54 novice English teachers from some senior high schools of Guangxi. Through the questionnaire and the interview, the author wanted to find out the answers to the following questions:(1)What’s the current situation of the high school novice English teachers’ identity? (2)What are the differences of high school novice English teachers’ identity? (3)What are the reasons for these differences?The results of the study are as follows:(1) The status of teachers’ identity in senior high school novice English teachers is relatively strong. (2) Teachers’ identity on gender, years of teaching, education background, and teaching grades has no significant differences. (3) On the factor of professional title, teachers’ identity on sense of occupation belonging dimension has significant differences. On the factor of position, teachers’ identity on job involvement dimension has significant differences. On the factor of monthly income, teachers’ identity on sense of organization support dimension has significant differences. At last, on the factor of teaching region, teachers’ identity on sense of organization support, English teaching beliefs and profession value has significant differences. On the basis of the research results on the overall condition of senior high school novice English teachers’ identity, the author analyzes the reasons for the differences and puts forward some suggestions on how to improve high school novice English teachers’ identity.