The Research On Professional Identity,Professional Happiness And Their Relationship Of Physical Education Teachers In Fuzhou Primary Schools

The promulgation of the "Opinions of the State Council on Strengthening the Comprehensive Development of School Physical Education(PE)to Promote the Physical and Mental Health of Students" in 2016 and the "Opinions of the CCCPC and State Council on Deepening Education Reform to Improve the Quality of Compulsory Education" in 2019 both point out the necessity to improve the quality of PE and strengthen it in curriculum across schools.As the implementer of PE in schools,PE teachers’ career happiness and professional self-identity are the two elements which determine the enthusiasm of their work as well as the quality of PE.Improving these two elements significantly contributes to the development of high-quality PE teacher teams and the improvement of the quality of PE in schools.Therefore,the improvement of professional happiness and professional identity of PE teachers is of great practical significance to the improvement of the quality of physical education work in schools.This study adopts literature data,questionnaire survey,and mathematical statistics as research methods and takes Fuzhou primary school PE teachers career happiness,professional self-identity,and their mutual relationship as the study objects.Two questionnaires,"Primary School PE Teacher Professional Self-Identity Questionnaire" and "Questionnaire on Professional Happiness of Physical Education Teachers in Primary and Secondary Schools",were issues to PE teachers in Fuzhou City for collecting the current status of their career happiness and professional self-identity,analyzes the correlation between professional self-identity and career happiness.The analysis of the survey data shows that:1.Bifurcation exists despite of the relatively high general level of career happiness among Fuzhou primary school PE teachers.The career happiness of the teachers from urban areas is higher than that of the teachers form rural areas;the career happiness of female teachers is significantly higher than that of male teachers;the career happiness of teachers aged 20-29 is significantly higher than that of teachers aged 40-49;the career happiness of the teachers with undergraduate education is significantly higher than that of the teachers with postgraduate education or junior college education or even lower.The career happiness of the teachers with the second-grade profession title is higher than that of the teachers with the first-grade professional title;there is no significant difference in career happiness of primary school PE teachers with different monthly income levels.2.The professional identity score of physical education teachers in primary schools in Fuzhou is high,but there is apparent bifurcation with the highest score being emotional self-identity and the lowest score being value self-identity.The professional self-identity of the teachers in rural areas and urban areas is significantly higher than that of the teachers in counties and towns;the professional self-identity of female teachers is significantly higher than that of male teachers;the ability self-identity of the teachers aged 20-29 is significantly higher than that of the teachers aged 30-39,and their ability self-identity,social self-identity,and value self-identity are also significantly higher than those of the teachers aged 40-49;the professional self-identity of the teachers with undergraduate education is significantly higher than that of the teachers with postgraduate education or junior college education or even lower.;the ability self-identity and value self-identity of the teachers with the first-grade profession title are significantly lower than those of the teachers with other three grades of professional titles;the value self-identity of the teachers with the third-grade profession title is significantly higher than that of the teachers with other three grades of professional titles;the professional self-identity of the teachers with a teaching age of less than 5 years is significantly higher than that of the teachers with a teaching age of 10-19 years and above,and that of the teachers with a teaching age of 10-19 years is significantly higher than that of the teachers with a teaching age of over 20 years;There is no significant difference in the professional self-identity of primary school PE teachers with different monthly income levels.3.There are significant positive correlations between career happiness,ability,investment,social,value and emotional self-identity of primary school PE teachers in Fuzhou.Both ability self-identity and value self-identity can significantly and positively predict career happiness,and the prediction accuracy of ability self-identity is greater than value self-identity.This study reveals bifurcation exists despite of the overall level of professional identity and career happiness among primary school PE teachers in Fuzhou.This phenomenon is related to the difference in school locations,gender,age,teaching age,educational background,professional title,and income level.Professional self-identity is positively related to career happiness,particularly ability self-identity and value self-identity,which can significantly and positively predict career happiness.The research outcome suggests that the career happiness promotion system for primary school PE teachers should be constructed surrounding ability self-identity and value self-identity.