Research On Teachers' Professional Identity Of Tibetan Primary And Middle Schools In Tibet

The teachers' professional identity is very important and necessaryto every teacher. once a teacher identify their occupation from heart thenwould have more passion and energy into their work.And found reallysuccesses and enjoyments even a sense of accomplishment and happinessfrom work. At present,study of teachers' professional identity most centeron big and medium city in China Mainland but lack study of minoritiesteachers in minority areas. As one of minority areas of our country Tibethas his own individual style of doing things and religious beliefs. Over along period of time they lived in the Qinghai-Tibet Plateau which have anaverage of4000meters above sea-level.Here the climate is dry?hypoxia.The economic is relatively poor in China's mainland and Talentshortage all the time.Based on the culture and practical education of Tibet we investigatethe teachers' professional identity and influence of Tibetan primary andmiddle school teachers. It has important realistic meaning to understandthe life of basic level teachers and promote the development of physicaland mental health of teachers even the school management and socialdevelopment.This study not only rich the theory system of the teacher andeducation research but also has more important realistic meaning todevelopment a stable team of Tibetans teachers with optimum structure?high quality and Working enthusiasm.Meanwhile, the time is todevelopment and reform the basic education it also need face to theurgent problem that how to promote the teachers' professional identityand activity of work. So this study just for it.The study investigated414Tibetan primary and middle schoolteachers Using the Scale of Teachers' professional identity and turnoverIntention organized by wei shuihua(2008) and Teacher's Job SatisfactionScale organized by feng bolin (1996). In order to understand andanalyzed the influence of the condition of the Tibetan primary andmiddle school teachers' professional identity, Job Satisfaction andturnover Intention.The results showed that:(1) Higher levels of Tibetan primary and middle school teachers'professional identity. Tibetan primary and middle school teachers'Occupation value higher than inland teacher but Occupationbelongingness and behavior tendency under that.Teacher's professional identity is influenced by background variablessuch as length of teaching services, location,education qualification,professional title.(2) The overall level of university teacher's job satisfaction ispositive, Among the factors, the self-realization factor scoring highest andfollowing the relationship with Colleagues and leadership.the workincome and work intensity factor in the lowest scores. Teacher's jobsatisfaction is influenced by background variables such as gender, education qualification, length of teaching services, professionpost,professional title, Location and terms of different subiect.(3) Generally, Tibetan primary and middle school teachers' turnoverIntention is lower. Some teachers have transfer Intention. There existobvious difference in teachers' turnover in length of teaching services andLocation. the teachers' turnover which teaching services for four to sixyears higher which teaching services for ten years over.(4) Negative correlation exists between teachers' turnover intentionand teachers' professional identity. To some extent, teachers' professionalidentity negatively forecasts teachers' turnover intention. Positivecorrelation exists between teachers' job satisfaction and teachers'professional identity. To some extent, teachers' professional identitypositively forecasts teachers' job satisfaction. Teachers' professionalidentity influences teachers' turnover intention through job satisfaction.job satisfaction is the intermediate variables between teachers'professional identity and teachers' turnover intention.