A Study On The Professional Identity And Influencing Factors Of Returnee Teachers In J University ——Based On Mixed Research Methods

Nowadays,more and more returnee doctors choose to teach in domestic universities,and these teachers are generally called "returnee teachers".In today’s globalization of higher education,returnee teachers have both cross-cultural advantages and a more cutting-edge international vision in my country.It is of great value and significance to promote the international development of higher education in our country.Therefore,they have become the key objects of talent introduction in major universities.However,talents should not only be "brought in",but also "used well" and "retained".The professional identity of teachers in colleges and universities has an important impact on their professional development.To investigate the current situation of professional identity of returnee teachers in colleges and universities and explore its influencing factors is not only helpful to understand the real needs of returnee teachers in colleges and universities,but also conducive to the management and construction of teachers in colleges and universities.This study first adopted the method of literature analysis to summarize the research contents and conclusions of teachers’ professional identity at home and abroad,and form a preliminary research idea.This is followed by a mixed research approach,which is a research orientation in the fields of social sciences,behavioral sciences,and health sciences.The researchers collected quantitative data and qualitative data at the same time according to the mixed methods-aggregation design scheme,integrated the two kinds of data,and then interpreted on the basis of integrating the advantages of the two kinds of data,to further understand the research question.In the quantitative research part,the questionnaire survey data was used as the support to confirm the overall situation and seek consensus;the qualitative research started from the subjective feelings of returnee teachers,collect specific information through interviews,obtained a true description and interpretive understanding of the research object,and explored in-depth content,examined the effect and existing problems of the policy of introducing returned teachers in colleges and universities.First,through quantitative research,it is concluded that the overall level of professional identity of returnee teachers in J University is relatively high.The results of qualitative research data also confirmed the conclusions of quantitative research.Among the 8 teachers interviewed,6teachers chose "agree" in the self-assessment of professional identity level,and 2 chose "very agree".In the four dimensions of occupational identity,namely occupational values,role values,occupational behavioral orientation and occupational sense of belonging,returnee teachers from colleges and universities scored the highest in occupational behavioral orientation and the lowest in occupational sense of belonging.Specifically,there is no significant gender difference in the professional identity of returnee teachers in colleges and universities,but there are significant differences in different ages,teaching years,professional titles,and incomes.Second,combining quantitative and qualitative research results,the influencing factors of returnee teachers’ professional identity can be summarized into two aspects: individual factors and environmental factors.Among them,individual factors include professional emotion,professional ability and professional expectation;environmental factors include material conditions,interpersonal relationship and school system.Among them,material conditions and school system have a greater influence on the professional identity level of returnee teachers.Based on the above conclusions,in order to better improve the professional identity of some overseas returnee teachers,this paper puts forward the following suggestions from the government,university management,teacher development center and individual teachers.The government should improve the evaluation system and build a good academic ecosystem.Schools should improve the teacher salary system and allocate resources reasonably;provide good administrative service guarantee and reduce teachers’ administrative consumption.For the school teacher development center,it is necessary to improve the teacher training mechanism and promote the professional development of teachers.From the perspective of teachers,teachers make timely self-psychological adjustments and actively promote harmonious interpersonal relationships.