Research On The Status Quo Of Rural English Teachers' Professional Identity In Primary And Junior High Schools Of Ganzhou City

With the continuous development of China's education modernization,rural basic education has attracted more and more social attention.Teachers are the key to the development of rural education.In 2015,Jiangxi Province promulgated the implementation measures of the Rural Teacher Support Plan(2015-2020).In order to have a deeper understanding of the current situation and influencing factors of English teachers' professional identity in rural primary and junior high schools in Ganzhou city of Jiangxi province under the Rural Teacher Support Plan,and to explore the relationship between professional identity and turnover intention and the strategies to enhance the professional identity of rural primary and junior high school teachers,this study takes literature analysis,questionnaire survey and interview as the main research methods,and on the basis of consulting a large number of relevant literature materials in Chinese and foreign languages,from July to August 2018,the paper and electronic versions of the professional identity questionnaire for English teaching in rural primary and secondary schools were distributed in 6 counties of Ganzhou City.A total of 178 valid questionnaires were collected,and the status quo of professional identity of English teachers in rural primary and junior high schools of Ganzhou City was investigated using Excel 2010 and SPSS22.0 statistical tools.Based on the literature review,three research questions were raised:(1)What is the overall situation of English teachers' professional identity in rural primary and junior high schools of Ganzhou City?(2)How do teachers' profession identity vary significantly in school type,gender,teaching age,education background,income,and job nature?(3)What are relationship between professional and turnover intention? And,to what extent can professional identity predict turnover intention?The key findings in the present study were following:(1)A preliminary finding was that the overall level of professional identity of rural English teachers in primary and middle of Ganzhou City was relatively high.However,it is important to notice that the level of professional behavior tendency was the lowest among the four factors.(2)The second finding was that school type and income were the main factors affecting teachers' professional identity level;gender affected professional behavior tendency;teaching age affected professional behavior tendency and professional values;in terms of educational background and job nature,there were no significant differences in the professional identity and four factors of rural English teachers in primary and junior high school of Ganzhou City.(3)The third finding was that teachers' professional identity had a significant negative correlation with their turnover intention.Teachers' professional identity could strongly predict their turnover intention.Among the four factors of teachers' professional identity,the most effective factor to predict teachers' turnover intention was professional behavior tendency factor,followed by role values factor.Based on the above investigation and study,combined with the obstacles still faced by the development of rural teachers and the low status quo of some teachers' professional identity,this study proposes to build a support system for rural teachers' development from three aspects: social aspect and school aspect and teachers' individual aspect to promote teachers' professional identity,so as to improve the stability of English teachers in rural primary and junior high schools.It is hoped that the realization of this study will arouse attention from all walks of life to the professional identity of English teachers in rural primary and junior high schools.