A Survey And Research On The Professional Identity Of English Teachers In Private Middle Schools In Northeastern Chongqing

In recent years,with the encouragement and support of national policies,private education has gradually entered a more legalized and standardized stage of development,and presents an increasingly good development trend.The private school is the main front to boost the development of privately-run education,the educators in private schools undertake the important responsibility of teaching and education,and shoulder the lofty mission of promoting the development of private education.Due to the uniqueness and particularity of private schools,the professional identity of their teachers has increasingly become the focus of the majority of researchers.Teachers' good professional identity helps to stimulate their professional ideal,positive professional attitude and behavior,which is the internal solid foundation and important guarantee for improving the level of private education and realizing high-quality and high-level education.Based on Social Identity Theory,Teacher Empowerment Theory and Hierarchy of Needs Theory,this paper investigated and analyzed the professional identity of private teachers in Northeast Chongqing.First of all,the literature review about the researches domestic and abroad on professional identity of teachers and professional identity of English teachers in private middle school was conducted.then,the relevant concepts were defined.After that,a questionnaire was carried out to investigate the professional identity of English teachers in five private middle schools from Wan Zhou,Yun Yang and Feng Jie districts in northeastern Chongqing.SPSS23.0 statistical software was applied to analyze the characteristics of teachers' professional identity from five dimensions: professional cognition,professional emotion,professional volition,professional remuneration and professional expectation.Finally,a semi-structured interview was conducted respectively with an English teacher from each school,and one representative teacher was selected to conduct the narrative research,so as to obtain more specific,authentic and comprehensive information.The research findings are as follows:(1)the professional identity of English teachers in private middle schools in Northeast Chongqing is at a relatively high-level,and there are obvious differences among the average core of each dimension;(2)there are significant positive correlations between different dimensions of professional identity of English teachers in private middle schools in Northeast Chongqing.There are significant differences in professional remuneration of English teachers in private middle school of different genders,and the recognition of male teachers is slightly higher than that of female teachers.In addition,there are significant differences in professional emotion and professional volition of English teachers in private middle schools with different teaching periods;(3)some differences existed among teachers in their initial intention and motivation,understanding and view of private middle schools,and satisfaction degree of the occupation they are currently engaged in.The incomplete safeguard mechanism,negative public opinions,high educational pressure,weak personal willingness and poor student enrollment are the main reasons for the differences.In order to improve the professional senses of belonging,happiness,achievement and identity of English teachers in private middle school,this research puts forward some corresponding suggestions in terms of the three levels of society,school and individual teachers.