Research On Teachers' Identity Identification In Private Middle Schools

With the continuous development of society and the continuous progress of education,private middle schools have become an indispensable force in the field of basic education in China.The identity of teachers in private middle schools directly affects teachers' happiness in work and life,even the professional development of teachers.Therefore,the research on the identity of teachers in private middle schools has very important value.Under the guidance of Gee's identity theory and Bornov's discontinuous education theory,this research combined with the actual situation of private middle school teachers,presupposes the following questions: What is the overall status of the identity of private middle school teachers? What are the specific performances and characteristics in each dimension? In terms of teaching age,subjects,etc.,is there a significant difference in the performance of each dimension? If there is a significant difference,what is the reason? In order to help private middle school teachers establish and confirm teacher identity,what measures do we need to take? In response to these problems,the author Conducted intensive research.This study uses a questionnaire survey method and interview method.The questionnaire survey object is some teachers from three private middle schools in cities L city and C city in Shanxi province.379 questionnaires are given out,and 371 of them are taken back.365 questionnaires are effective ones.Interviews were conducted with teachers who performed poorly in all dimensions of teacher identity,as well as principals,middle leaders,and parents of private middle schools.Through research,it is found that the identity of private middle school teachers is generally good,but there are large differences in three dimensions,and the identity is ranked from high to low: identity emotional identity,identity behavior identity,identity concept identity.Differences in gender analytically,for the overall identity,the score of male teachers is significantly lower than that of female teachers,and the average score of female teachers is significantly higher than the average of male teachers in the performance of teacher emotional identity and behavioral identity dimensions.Scores and significant differences between the sexes.In the dimension of "belief and identity",there is no significant difference between the average scores of female teachers and the average scores of male teachers.The level of identification from low to high is as follows: less than 2 years of teaching age <2-5 years of teaching age <6-10 years of teaching age <11 years of teaching age,there are 6-10 years of teaching age and 11 years of teaching age teachers in this dimension.The average score is significantly higher than the average score in this dimension for teachers with less than 2 years and 2 to 5 years of teaching age,and the difference reaches an extremely significant level.Higher than the average 6-10 years of service of teachers mean score,but the difference was not significant;this article analyzes the various reasons for the above research results,and puts forward some targeted suggestions for the outstanding problems found in the research,in order to solve these problems can provide some help.From a social perspective,society should advocate the creation of respect for teachers.The social atmosphere that emphasizes education,improves the acceptance and recognition of private teachers,establishes a corresponding social security mechanism for private teachers,and enhances the social welfare and happiness of private teachers;at the school level,schools should establish good interaction organizational culture,group order,and learning community,so as to provide teachers with a harmonious working atmosphere and interpersonal relationships between colleagues,establish a management system that does not affect the subjective initiative of teachers,provide teachers with rich training resources and opportunities for improvement,and give teachers adequate education space gives teachers a certain degree of professional autonomy;from the perspective of teachers,teachers should pay attention to their own educational ideals and beliefs,clarify teachers' professional cultivation and moral standards,have a clear understanding of their own careers and career plans,and do to the combination and balance of education and teaching theory and practice.