The Research On Secondary Vocational School Teachers' Professional Identity In Guangdong Province

A thriving education makes a thriving country,while a powerful education makes a powerful country.Vocational education is an important part of the education system of our coutry.In recent years,our government is committed to make senior secondary education universally available,develop secondary vocational education,and constantly consolidate and improve the development level of secondary vocational education.Secondary vocational school teachers are important impetus for the development of secondary vocational education and are one of the key factors to bring out the full potential for development of secondary vocational education.Professional identity is the internal motivation for the professional development of secondary vocational school teachers.Therefore,it is of great significance to study the professional identity of teachers in secondary vocational schools,to understand their current professional identity status and existing problems,and to find out the influencing factors.This study uses literature research method,interview method and questionnaire survey method to study the professional identity of teachers in secondary vocational schools in Guangdong Province,aiming to understand the status of teachers' professional identity in secondary vocational schools in Guangdong Province,and to analyze the main factors affecting their professional identity,and then proposes targeted strateges to improve the professional identity level of secondary vocational school teachers.This study combines the literature review,interview records and the theoretical basis of the research to construct the dimension of professional identity structure of teachers in secondary vocational schools.On this basis,this study compiles a self-designed questionnaire on secondary vocational school teachers' professional identity,and randomly sampled in 16 secondary vocational schools in Guangdong Province.Finally,431 valid questionnaires were obtained.The results are as follows.Firstly,secondary vocational school teachers‘ professional identity consists of four dimensions: professional cognition,professional loyalty,professional behavior and social support.Among them,professional cognition includes self-cognition,occupational value cognition and role value cognition.Social support includes interpersonal support and external support.Secondly,the professional identity of teachers in secondary vocational schools in Guangdong Province is at the upper-middle level,and the average scores in each dimension are: professional behavior>professional cognition>professional loyalty>social support.Relatively speaking,the average score of social support for teachers in secondary vocational schools in Guangdong Province is lower than the overall teacher professional identity average score.External support,the secondary dimension of social support,has a lower average score than the overall average score of social support.Thirdly,the professional identity of teachers in secondary vocational schools in Guangdong Province is significantly different in the five demographic variables: course type,double-quality teachers and non-double-quality teachers,head teacher and non-head teacher,academic qualifications and school attributes.There are no significant differences in other variables.In view of the above research results,this study proposes the following countermeasures and suggestions for improving the professional identity of teachers in secondary vocational schools: firstly,improve teachers' professional cognition level;secondly,enhance teachers' professional loyalty;thirdly,stimulating teachers' professional behavior;last but not the least,improve the internal and external support system.