Research On Professional Identity Of Rural Primary School Special Post Teachers

To solve the problem of rural compulsory education teachers and to build a rural teaching body with reasonable structure and high quality,in 2006,our country began to implement the "school teacher AD hoc jobs plan of rural compulsory education stage ",it has been more than ten years,a large rural primary school teacher team has been built.And let the special teachers "have to go,a better teacher,to retain" is one of the important demands of special duty plan,professional identity of teachers is recognition,acceptance to their professional from the heart,affecting their teaching level and the future to a large extent,therefore,teachers' professional identity has important research value.On the basis of comprehensive analysis of existing research,According to the research purpose,I make the rural primary school teachers professional identity questionnaire and interview outline during the contract period,the rural primary school teachers professional identity interview outline whose contract have been expired,rural primary school management personnel interview outline,the staff of administrative department of education interview outline.This study selected rural primary school teachers,rural primary school management,education administrative department staff of Zhongxian,Fengdu,Wushan County in Chongqing as the research object,Investigating the basic situation of rural primary school teachers,rural primary school teachers' professional identity,the problems existing in the rural primary school teachers professional identity and its influencing factors.Investigating rural primary school teachers professional identity from professional knowledge,professional ability,professional emotion,professional sense of belonging,rewards,career expectations six aspects,analyzing the data using SPSS19.0 and find that rural primary school teachers' professional identity overall score is higher,which is 4.2015,from the perspective of the six dimensions of professional identity,scoring from high to low in turn is professional knowledge,?professional expectations?professional emotion?professional ability? professional sense of belonging?occupational returns.From different background groups of rural primary school teachers professional identity: The first,men and women teachers have significant differences on professional ability,male teachers is significantly higher than female teachers;The Second,married and unmarried teachers have significant differences on professional ability,the married teachers is significantly higher than unmarried teachers;The Third,teachers who respectively taught at school of township and village have significant differences on professional rewards,The former is higher than The latter;The fourth,The longer the fixed number of year of the duty,the higher the teachers' professional identity;The Fifth,teachers with bachelor degree whose professional identity is higher than with college degree;The Sixth,rural primary school teachers with different income level whose professional identity is different,the higher the wage income,the higher the professional identity.Survey found that some problems exist in rural primary schools teachers professional identity,such as they don't know much about their career,lacking of professional capacity,professional emotion is negative,the professional sense of belonging is not strong,material rewards are not being met,professional expectations are not clear and so on.This study respectively from rural primary school teachers,rural primary school,the government department and the public four aspects expounds the reasons of resulting in teachers' professional identity,according to above factors and combining with related theory,I proposed the improvement strategies: rural primary school teachers must correct orientation motivation,set up the correct occupational values,improve their ability to adapt;rural primary school should practice the scientific school management system,provide effective guidance and effective incentive measures for the teachers,organize rich extracurricular activities;The government department should strengthen the policy propaganda,and provide induction and training for teachers,appropriately increase education investment;the public should create a good public opinion atmosphere and form a positive social support.