A Study On The Role Identity Of Junior Middle School English Teachers

There are huge numbers of female English teachers in junior high schools.They hold“half the sky”or even “over half the sky”.Obviously,there are differences between female and male teachers in terms of personality,temperament,ways of dealing with affairs,approaches of education and teaching concepts and behaviors.Female teachers not only serve as teachers,which is a combination of multiple roles,but also carry the gender identity of “females”.In teaching,she is an inheritor,educator,trainer,and facilitator of English knowledge and culture.After class,she is like a mother,showing warmth to the students;she is like an intimate sister,bringing care to the students.In the field of life,she is a spiritual and material supporter of the family and a guider of the children's growth.Their various roles are constantly changing in different time and space.Their inner expectations,role consciousness,role conflicts,role behaviors,role playing and so on constitute the cognition and understanding of roles.A role identity research on female English teachers in junior middle school can help them understand,develop,adapt,and coordinate their multiple roles much more clearly,in order to achieve a win-win situation in both work and life.Supported by the role and role identity theory,first of all,literature review about the researches domestic and abroad on role identity and the role identity of female English teachers in junior middle school was conducted,and their roles were defined as 22 types.Then,a questionnaire was carried out to investigate the role identification of 128 English teachers in six junior high schools in Lanzhou District of Chongqing.SPSS25.0statistical was applied to analyze teachers' role identity characteristics from three dimensions of role cognition,role emotion and role behavior.Secondly,three female English teachers,one novice,one proficient,and one expert were interviewed respectively in the same school to collect more authentic,vivid,and comprehensive first-hand information.Research findings are as follows:(1)The role identity degree of female junior middle school English teachers' is at a moderately high level,the role recognition dimension of the role identity is higher than the role emotional dimension and the role behavior dimension;(2)There is no pronounceddifference in the role identity of female teachers in different personal situations;(3)Novice,proficient,and expert female English teachers in junior high school have subtle differences due to different ages,different job titles,and different marital statuses.Role recognition of expert teachers is higher than that of novice and proficient teachers.Personal,school,family,and social factors can attribute to the main reasons for the differences in role identity.In order to effectively solve the role identity difficulties and problems faced by female English teachers in junior high school in the three different development stages of novice,proficient and expert teachers,help them form a sense of identity,enhance professional achievement,increase family happiness,and gain roles sense of identity,this research puts forward some corresponding suggestions in terms of self-acknowledgement,family's understanding,students' respect,peer's cooperation,school's affirmation,social's support,and etc.