A Study On The Status Quo And Countermeasures Of The Secondary Vocational School Teachers' Professional Identity In Qinhuangdao

Professional identity is individual's positive assessment of the profession.The secondary vocational teacher is a cornerstone of the development of secondary vocational education.Their professional identity level is closely related to their passion and recognition of the teaching cause.Therefore,the research on secondary vocational teachers' professional identity will promote their career development and improve their educational qualities.This paper mainly adopts literature analysis,open questionnaire,interviews with teachers and many other research methods.Some of the secondary vocational teachers of Qinhuangdao are surveyed and interviewed on their professional identity.The result of questionnaires and interview analysis reveals the present situation of the secondary vocational teachers' professional identity.Based on such analysis from the demographic variables perspective,this paper delves into the reason for the differences and puts forward some suggestions and countermeasures to enrich the research,improve the secondary vocational teachers' professional identity as well as to provide reference for education management.The result shows that: 1.the overall level of teachers' professional identity in Qinhuangdao is positive.However,the feelings of occupational status and achievement is relatively low,and they lack adequate professional enthusiasm and professional ideals;2.secondary vocational teachers' professional identity are significantly different between teachers with various genders,educational background,professional titles,ages,income,double-professional title or not,normal university diploma or not,the type of universities they work in and many other factors.1)female teachers' professional identity is higher than male teachers';2)There is no significant difference in professional identity between teachers with different degrees.3)different professional titles exerts significant difference in teachers' professional identity,teachers with senior Titles have higher professional identity than those with intermediate and primary professional titles;4)different teaching experience has a significant influence upon teachers' professional identity,those who have more than 21 years' teaching experience have the highest professional identity whereas those with 11-20 years' experience have the lowest professional identity;5)the difference in professional identity between teachers with or without double-professional titles is not significant;6)different income of teachers results in significant difference in professional identity in that teachers who earn more than 4001 yuan per month have the highest professional identity;7)Normal University Graduates' professional identity is higher than that of those from non-normal universities;8)professional identity of key school teachers is higher than that of non-key school teachers.In view of the problems existing in the professional identity of the secondary vocational school teachers and the differences caused by different variables,the paper puts forward the countermeasures and suggestions to improve teachers' professional identity from four aspects: from the occupation role identity,the social status of teachers should be raised and the cognition of occupation orientation should be improved;from the aspect of occupation emotional identity,a management mechanism that involves teachers' participation and continuing education of teachers should be developed;from the aspects of teachers' professional development,the training system and the vocational teachers' professional ability should be elevated;from the group of teachers,different countermeasures should be proposed according to teachers' gender,income,normal university educational background,different types of school in order to promote their professional identity.