A Study On The Current Situation And Relationship Of Teachers' Professional Identity And Motivation In Higher Vocational Colleges

In recent years,with the rapid development of higher education in our country,vocational education has also gained vitality and become an important component of higher education.Higher vocational education has become an important mode of personnel training besides regular full-time undergraduate education.Its professionalism and skill are the important eharacteristics of the talent range.Under the strategic background of national education reform,the status of higher vocational teachers has been improved.To ensure the quality of running higher vocational schools,we must enhance the professional recognition of teachers,stimulate the motivation of higher vocational teachers,Work motivation,a more comprehensive st-udy on the vocational motivation of higher vocational teachers occupational identity factors.Therefore,based on the previous studies,this article combines the theory and practice,using literature analysis,questionnaire survey and other methods to explore the relationship between job identity and teachers' motivation.Taking Fujian Teachers College teachers as The subjects discussed the vocational recognition and motivation status of higher vocational teachers and made a deep discussion on the relationship between the two and reached the following conclusions:1.Vocational recognition of vocational teachers with a higher overall level.2.In all dimensions,the professional values scored the highest,followed by professional knowledge,career expectations,professional feelings and professional skills,and the lowest professional career scores.Vocational teachers above the age of 40 were significantly higher in professional emotion than teachers under 40 years of age.In vocational awareness,higher vocational teachers with undergraduate degrees and below were significantly higher than those of postgraduates.Teachers with junior professional titles have significantly higher professional awareness,professional values and professional will than middle-level professional teachers.Teachers with senior professional titles are significantly higher than junior titles in terms of professional skills,professional values,professional feelings and career expectations.Teachers with intermediate professional titles,The lowest value of professional will,higher than 5001 yuan in monthly income of vocational teachers was significantly higher than the level of other income teachers.3.The motivation of higher vocational teachers has generally been at a high level.4.From the perspective of dimension,the highest motivation of responsibility,followed by relational motivation,self-actualization motivation,respect motivation,survival motivation,power motivation,the lowest average score.Higher vocational teachers in 20-29 age group were significantly higher than those in other age groups in terms of power motivation;teachers with undergraduate degree and below had the highest total motivation;in terms of professional titles,teachers with senior professional titles had higher motivation Teachers with a monthly income of 4,000 yuan are the lowest in both dimensions of responsibility and motivation;teachers with less than 5 years of power have significantly higher motivation than those with other teachers of teaching age.5.Professional identity of higher vocational teachers is positively correlated with work motivation,and occupational identification has a significant positive predictive effect on work motivation.