Research On The Role Identity Of Higher Vocational Teachers

By sorting out the relevant literature on role identification,this research adopts online questionnaire and semi-structured interview methods to understand the role of teachers in higher vocational schools from the following four dimensions: self-role,specialized role,social status,and self-expectation by using SPSS23.0 to conduct statistics and analysis of semi-structured interview data,and to summarize the problems and influencing factors in the role identification process,and to propose targeted resolution.By analyzing the overall situation of teachers’ role identification and the differences on gender,age,teaching length,education background,employment source,double positioned teacher,professional title,professional level,teacher classification,and job category,the results show that the role identification of higher vocational teachers is at the upper-middle level.Among the four dimensions,teachers have the lowest degree of social status and the highest on specialized roles.On gender,females have higher recognition on social status than males.On age,teachers under 30 are at the lowest while teachers aged 40-50 are at the peak.On teaching length,teachers with age of 3 years or less are at the lowest while teachers with 4-5（including 5）years are at the peak.On academic qualifications,doctors have reached the peak while masters are at the lowest.On employment sources,teachers from enterprises are lower than others.Meanwhile,the social status recognition of double positioned teachers is lower than others.On professional titles,junior teachers are at the lowest while intermediates are at the peak.On professional level,ordinary teachers are the lowest while professional leaders are at the peak.On classification of teachers,the role of recognition of teachers who teach specialized courses are lower than others.According to this situation,it can be concluded that problems of teachers’ role identification are mainly manifested in the ambiguity of role recognition,limited expectations on social roles,conflicts in role-playing caused by field and habituation.External factors such as stereotypes on vocational education and fuzzy development paths of double positioned teachers.Corresponding countermeasures are proposed,such as attaching importance to pre-employment training;multiple coordination to improve internal drive;strengthening role transformation;breaking the black box of prejudice;optimizing the evaluation management system.The research on the role identity of higher vocational teachers has enriched the development on theory to a certain extent and provided practical guidance for higher vocational teachers to better understand themselves,to recognize themselves,and to develop themselves.It will also cause scholars to learn more in the future,and to draw more attention and research.