Research On Professional Identity Of Teachers In Rural Primary School

Teachers' professional identity is the perception and correct evaluation that teachers made from every aspect of the job structure on the basis of the perception of the working environment.It is the internal impetus in improving their self-professional development,is the source of the sense of value and happiness from teacher's career.Establishing a piece of teaching body with high teachers' professional identity level is essential for the healthy and sustainable development of a school,especially the primary school.Rural primary school teachers are the special groups which have a higher level of education but work in rural areas.They are the professional experience of urban education and rural education's huge imbalance under urban-rural dual structure.Rural primary school teachers in rural areas reflect the problems involve more than one side of rural education in China.In order to evaluate the status of vocational identity of primary school teachers in T County,this study investigates some rural primary school teachers using self-designed questionnaires.The preliminary results of the survey show that the professional identity of primary school teachers in T County is at the middle level,and the three dimensions of professional emotion,professional will and vocational values are lower.More rural primary school teachers are teachers for survival,but not as teachers because of their love for education.There are obvious gender,age,professional titles,academic qualifications,and staffing in teacher professional identification differences in the situation;In addition,the factors that lead to the weakening of professional identity of rural primary school teachers are: the benefits of rural elementary school teachers are low;the respect of rural primary school teachers needs to be unsatisfied;the insulation of rural schools,rural teachers and the outside world closeness makes rural primary school teachers have a sense of loneliness and isolation;rural primary school teachers have heavy workload;rural primary school teachers have a low level of professional achievement.Based on the above analysis,it is found that the professional identity of rural primary school teachers in T County,Shandong Province still needs to be furtherimproved.It is necessary to take active measures to enhance the professional identity of rural primary school teachers and improve the quality of rural primary school teachers.These measures include: First,we should pay more attention to the emotional care of primary school teachers in rural areas,such as establishing a guarantee mechanism for teachers to integrate going into rural society,reducing teachers' sense of alienation and loneliness,reducing the burden on rural primary school teachers,and cultivating rural teachers' feelings of rural areas;second,protecting the rights of rural primary school teachers according to law,such as a number of measures have been taken to improve the welfare and optimize the system of salary and professional titles of rural primary school teachers.Third,giving adequate social respect for rural primary school teachers,such as changing the concept of rural people,reconstructing the social customs of respecting teachers and their teachings,and appreciating the professional role of male teachers,actively playing a gender advantage to stimulate the drive of the self-development of rural primary school teachers and respect the needs of teachers' self-development.