Depressed Areas Teachers' Coping Style And Occupational Well-being:The Mediating Role Of Professional Identity

Teachers'professional identity is the integration of knowledge,emotion and behavior between teachers'individual experience and social environment which produced by the recognition of individual role and professional role in the interaction,it also reflects the extent to which the teachers agree with the occupation.Teachers'professional identity has become an independent research in domestic and overseas,however the scholars payed less attention to the teachers in depressed areas,and lack of empirical research as well.As a consequence,our research had three tasks:One was to revise the teachers'professional identity questionnaire with good reliability and validity.The second was to investigate the status and characteristics of teachers'professional identity of primary and secondary schools in depressed areas.Three was to explore the relationship between teachers'professional identity,coping style and occupational well-being.Based on the above research,results showed that:?1?Through the literature review,combined with the investigation and analysis of primary and secondary schools teachers,we put forward the concept of professional attention of the teachers'professional identity.The consequence of Classical Test Theory demonstrated that the revised teachers'professional identity questionnaire contains 25 items,which are five factors,role values,professional behavior,occupational values,the sense of belonging and professional attention.The Cronbach's alpha coefficient of the revised teachers'professional identity was 0.91,and each division were range from 0.84 to 0.90.The split-half coefficient for the questionnaire was 0.95,the dimensions of the half reliability between 0.83 and 0.92.The fit index indicate the model was fine:?^?17?/df=2.18,RMSEA=0.067,NFI=0.94,CFI=0.96,NNFI=0.96.The revised teachers'professional identity questionnaire has satisfactory reliability and validity.?2?Descriptive statistical results showed that the overall level of teachers'professional identity in depressed areas was low?M=3.26,SD=0.65?.Independent sample t-test and ANOVA results showed that the teachers'professional identity significant differences in gender,marriage,age,education,teaching and highest degree.Female teachers'professional identity and role values was significantly higher than male teachers,the professional attention was quite the reverse;single teacher role values were significantly higher than married teachers,but in the professional behavior,the sense of belonging and professional attention were quite the reverse.The overall level of primary school teachers'professional identity was significantly higher than that of junior and senior high school teachers.As a whole,the teachers with 3-5 years seniority got the highest points in professional identity,10-19 years seniority was the lowest.Degree standard education teachers'professional identity got the highest points,bachelor's degree teachers was lowest.Besides that,the location of the school,the different administrative duties and class hours also affected the teachers'professional identity.There was no significant difference in monthly income.?3?The consequence of Structural Equation Model demonstrated that,positive coping style has obvious positive prediction on professional identity??=0.70,p<0.001?,teachers'professional identity has obvious positive prediction on occupational well-being??=0.78,p<0.001?,and positive coping style has significant prediction on occupational well-being??=0.29,p<0.001?,it indicated that professional identity played the partial intermediary role between positive coping style and occupational well-being,the mediation effect value were 65.48%.