An Investigation And Empirical Study Of Special Hillock Teacher's Professional Identity And Professional Development

The ministry of education promulgated and implemented the "rural compulsory education stage school teacher special post plan"(referred to as "special post plan")in2006,which brought a brand new hope and development opportunities for rural education.It is imperative to build a group of special post teachers who can “go down”,“stay behind”and “teach well”.The level of teachers' professional identity is closely related to their love and devotion to their profession,and it is also one of the internal motivations for teachers' professional development.The professional development of special post teachers is not only closely linked to the realization of personal value of special post teachers,but also is an important factor affecting the teaching quality of education in rural areas.Thus,it can be seen that the professional identity and professional development of teachers in special posts play a vital role.This study selected teachers from three city of J province as the research object,using the questionnaire on the basis of interviews,SPSS statistics software,descriptive statistics analysis,correlative analysis,multiple regression and statistical methods,such as single factor variance analysis of teachers professional identity and professional development,and analysis of the relationship and its influencing factors.The results of this study show the results as follows.1.The overall level of professional identity and professional development of teachers in special posts in three cities of J province is generally high.2.To professional identity of special post teachers in three cities of J province,there exists such significant differences as:teaching age,salary level,welfare status,graduation from normal and non-normal schools,consistency between majors and majors taught at school,marital status and so on.3.To professional development of special post teachers in three cities of J province,there exists such significant differences as: teaching years,education background,salary level,graduation from normal and non-normal schools,consistency of majors learned in school and majors taught and so on.4.In the education background,there is no significant difference between the professional identity and professional development of teachers at special posts in J province.5.There is a positive correlation between the professional development of teachers inspecial posts and their professional identity,and the correlation between the professional development of teachers and their professional identity is above medium level in all dimensions.6.There is a direct effect between the professional development and professional identity of teachers in special posts in J province.7.Occupational cognition,occupational emotion and occupational behavioral tendency in the dimension of occupational identity have a significant positive impact on the professional development of teachers.The professional development level of teachers in special posts has a positive prediction effect on the level of professional identity.According to the research results,this study puts forward relevant countermeasures and suggestions to enhance the professional identity of teachers of special posts in three cities of J province and promote professional development.