A Study Of Current Situation Of Professional Identity Of English Teachers In County Senior High Schools

County senior high school English teachers are important factors that influence the curriculum reform and promote the integration of urban and rural areas.Their professional identity is an important guarantee for stabilizing the teaching staff and improving the teaching quality.However,the county is located at the junction of urban and rural areas,whose geographical location facilitates some English teachers to apply for teaching in schools in the larger cities nearby in order to develop themselves better and solve their children's enrolment in schools.And this geographical location also makes it convenient for some students with good economical condition or good grades to choose to study in senior high schools of the surrounding cities.This situation causes the doubts of English teachers in county senior high schools about their own professional level and situation,which affects their professional identity.Moreover,compared with foreign studies,the domestic research on teachers' professional identity is still in its initial stage,and most of them are summary or introduction of foreign studies,mainly aiming at the teachers of universities and middle schools in first-tier cities and second-tier cities.It is rare to study the professional identity of Englishteachers in county senior high schools.Therefore,it is of great significance to study the current situation of English teachers' professional identity in county senior high schools and to analyze the factors that affect their professional identity for making up for the limitations existing in previous studies and promoting the healthy development of county senior high English teachers.Based on the original research results,this study,combining qualitative research with quantitative research,used Xun yang's questionnaire of the high school English teachers' professional identity to investigate the current situation of the professional identity of 113 English teachers in the five county senior high schools of Ulanqap and had a structured interview with four of these teachers.According to Giddens' theory of self-identity and Wenger's theory of practical community,this study also probed into the main causes of the present situation of English teachers' professional identity in county senior high schools.The results show that: 1)In general,county senior high school English teachers in Ulanqap have a higher level of professional identity.2)There are no significant differences among teachers with different gender,years of teaching,education background and monthly income level in the four dimensions,namely personal identity,major identity,professional identity and situated identity.3)There is a significantdifference between the teachers with senior rank titles and the first rank titles in the dimension of major identity.In the dimension of situated identity,there is also a significant difference between ordinary teachers and head teachers,and between ordinary teachers and heads of offices.4)There are eight main factors that affect the professional identity of these teachers including teaching objects,teacher-student relationship,parental cooperation,school environment,material security,professional level,teachers' ethics and social status.Finally,this study put forward some practical suggestions to improve the level of the professional identity of English teachers in county senior high schools of Ulanqab from a few aspects.The results of the study contribute to implications for teaching and first-line English teachers.