A Study On English Teachers' Professional Identity In Rural Primary Schools

Rural primary school English teachers play a significant role in implementing English curriculum in rural areas.Their professional identity is an important guarantee to stabilize the teacher force and improve the quality of teaching.Thus,this study investigated the present situation of rural primary school English teachers' professional identity and the main causes of it by questionnaire and interview.Seventy-two rural primary school English teachers in Zhumadian City,Henan Province answered the questionnaire.The result shows that rural primary school English teachers' professional identity is much lower than that of Chinese and Math teachers,and it is at an ordinary level.However,the identity of each dimension is not balanced.Teachers have a high level in occupational values and professional behavior inclination,but an ordinary level in the sense of occupational belonging and a low level in role values.Teachers' professional identity differs in school type,subject background and job status while no significant differences remain in educational background,teaching age,professional title and income.The interview of six teachers shows that the low income of rural teachers and the low status of English subject,the remote school location,the poor teaching environmentand the lack of professional quality are the main causes of the present situation of rural primary school English teachers' professional identity.Therefore,some suggestions are given from these aspects to improve their professional identity.