A Study On The Status And Promotion Strategies Of Teachers' Professional Identity In Rural Primary Schools

Teacher professional identity is a kind of attitude and attitude of teachers to their professions,and can clarify the value of teachers' professions,and then recognize the role and status of this profession,and an attitude of being willing to be a teacher.Education has always been one of the hot topics in society.In addition to students and teachers,China's unique urban-rural dual structure determines that there is a certain gap between rural and urban education in China.There is a certain need to study the professional identity of teachers in rural primary education.In this paper,a questionnaire survey was conducted on 260 rural elementary school teachers in S City,and some representative teachers were interviewed in detail through the interview method.The questionnaire borrowed from the Teacher Professional Identity Scale compiled by Wei Shuhua in 2008 to analyze the status of teacher professional identity in S City from four dimensions: teacher professional values,role values,occupational sense of belonging and professional behavior tendency.At the same time,in order to further find the factors that affect career identity,this study combines the "Faculty Job Satisfaction Scale"(mainly including self-actualization,work intensity,salary income,leaders relationship,and colleagues relationship variable factors)compiled by Feng Bolin in 1996 and Wei Shuhua in 2008 The "Teacher Turnover Intention Vector Table"(mainly including adjustment intentions and turnover intention factors)compiled in 2015,analyzes the factors of teacher occupational identity and satisfaction and the single-factor variance of each factor of departure intentions to find out the factors that affect teacher occupational identity.The results of the survey are as follows:(1)The teacher professional identity of rural elementary schools is generally high;(2)There is a difference in gender,educational background,and age of teachers in the occupational identity of rural elementary school teachers.The specific manifestations are as follows: Recognition and evaluation,as well as teachers 'behavioral tendency to complete work tasks and perform occupations,male teachers are lower than female teachers;teachers with master 's degree and above are aware of the importance of the teacher 's career and realize that they are among the teachers The lowest level of one member and the fulfillment of teacher's professional responsibilities;teachers with 6-9 years of experience have the lowest level of positive identification of the importance of self of "teacher role";(3)the relationship between teacher job satisfaction and teacher professional identity is Positive correlation.Specifically,in the self-actualization dimension of teacher job satisfaction,there are significant differences in professional values,role values,occupational sense of belonging and professional behavioral tendencies,and the self-actualization group has higher scores in teacher occupations.The level of recognition is also higher.The salary income dimension has significant differences in teacher role values,and the higher the salary income score,the higher the teacher role values.The colleague relationship dimension has significant differences in career values,role values,occupational sense of belonging,and professional behavioral tendencies,and those with higher scores in the colleague relationship group have higher levels of teacher professional identity.(4)Teachers' intention to quit professionally is inversely related to the professional identity of teachers in rural primary schools.The specific performance is as follows: the level of teacher professional identity is affected by the strength of the teacher 's intention to resign.There is a significant difference in the role values and professional behavior tendency of the adjustment intention and the turnover intention,and the lower the score of the intention to leave,the lower the score.The higher the level of professional identity.The corresponding solutions to teachers 'professional identity,professional satisfaction and turnover intention are proposed.The purpose is to improve teachers' professional satisfaction and reduce teachers 'professional turnover intention,and then to enhance the rural primary school teachers' professional identity.In response to the above discussion,this study concludes that:(1)The overall level of professional identity of rural elementary school teachers is relatively high,among which factors of gender,age,and academic qualifications affect the professional identity of teachers;(2)the level of professional identity of rural elementary school teachers and professional satisfaction Degree has a positive correlation,which is specifically reflected in salary income,colleague relations and self-actualization;(3)The level of rural primary school teachers 'professional identity is negatively correlated with teachers' intention to leave the profession.Generally speaking,the specific measures proposed in this study are:(1)reduce the impact of personal characteristics on teachers' professional identity,mainly including:formulating policies to eliminate occupational gender segregation;paying attention to the spiritual world of teachers;conducting self-analysis to find professional positioning.(2)Improve teachers' job satisfaction.These include: rationally increasing wages and the status of elementary school teachers;attaching importance to relationships with colleagues and strengthening the cohesion of the teacher community;improving self-ability and increasing positive self-identity.(3)Reduce the teacher's intention toleave,including: reasonable allocation of urban and rural education resources;increase efforts to build the rural economy.Through the above countermeasures,we can work together to improve the professional identity of rural elementary school teachers and ensure the stability of rural elementary school teachers.