A Study On The Role Identity Of Class Teachers Of Secondary Vocational Schools In Yunnan Province

Our country has always attached great importance to ideological and moral education,and has adopted various measures to improve the ideological and moral level of minor students.The ideological and moral education of students in secondary vocational schools(hereinafter referred to as vocational schools)has also received great attention.The class teachers of secondary vocational schools play an important role in ideological and moral education and class management,play multiple roles,It is of great significance to train high-quality vocational education talents to understand the role identity of the class teachers of secondary vocational schools,find out the problems,and put forward targeted strategies to improve the level of role identity.In the course of the research,firstly,to investigate the relevant secondary vocational schools,on the basis of understanding the characteristics of schools,students and class teachers,with the role identity theory as a guide,compile the Role Identity of Class Teachers of Secondary Vocational Schools in Yunnan Province Questionnaire and design The outline of the interview to investigate the role identity of the class teachers of secondary vocational schools in Yunnan Province;secondly,based on the results of the questionnaire survey and the interview,analyze the status,existing problems and influencing factors of the role identity of the class teachers of secondary vocational schools in Yunnan Province,and finally,propose corresponding improvements Measures.An in-depth analysis of the results of the questionnaire survey and interviews revealed that: overall,the role identity level of the class teachers of secondary vocational schools in Yunnan province is average;From the perspective of each dimension of role identity,the role recognition and role emotion dimensions are at a general level of identity,and the role behavior dimension is at a high level of identity;From the perspective of demographic variables,the role identity level of the class teachers of secondary vocational schools in Yunnan province has significant differences in three variables: gender,school position and whether to serve as class teachers voluntarily.An in-depth study revealed that the following three problems existed in the role identity of the class teachers of secondary vocational schools in Yunnan province: the general emotional attitude of the role,the role recognition level is not high,and the space for job development is not large.According to the results of the interview,the author analyzed the deep-seated causes of these problems from three aspects: society,school,and class teacher.Based on an in-depth understanding of the status quo,problems and influencing factors of the class teachers of secondary vocational schools in Yunnan province,according to relevant theories,the three problems in the process of role identity of the class teachers of secondary vocational schools in Yunnan province are from social and school and the class teacher themselves put forward some suggestions for improvement,in order to provide some ideas for relevant policy makers.