A Study On The Professional Identity Of Senior Middle School Mathematics Teachers

General Secretary Xi Jinping has clearly pointed out in many meetings on education that only with "four" teachers can there be high-quality education,and teachers are the key force in education work.As an important part of China's education system,senior high school education plays a key role in connecting the preceding with the following.Guangdong Province is forging ahead to become a strong education province,but the education level of Guangdong Province is not balanced.Compared with the Pearl River Delta region,J City is a weak area in the education development of Guangdong Province,and there is a big gap between the mathematics teaching quality and the Pearl River Delta region.In order to fundamentally change the weak status of education,especially mathematics teaching in J City,it is necessary to conduct an in-depth investigation and research on the situation of mathematics teachers in senior high schools.The research on teachers' professional identity and its influencing factors can help education human resources department to understand the situation of high school mathematics teachers in J City,provide theoretical support for their decision-making,and better introduce promotion measures to fundamentally change the backward status of education in J City.In this study,a four-dimensional structure of professional identity of high school mathematics teachers in J city was innovatively constructed,and on this basis,a questionnaire for professional identity of high school mathematics teachers was compiled by myself.A random sample of mathematics teachers in a number of high schools in J city was conducted,and 172 valid questionnaires were finally obtained.The research results are as follows: First,the professional identity of high school mathematics teachers in J City consists of four primary dimensions: professional knowledge,professional stability,professional activities and social support.Second,the professional identity of high school mathematics teachers in J City is above the average level.The professional identity of senior high school mathematics teachers in J City scores lower than the overall level in the primary dimension of social support.Thirdly,there are significant differences in other conditions of professional identity of senior high school mathematics teachers in J city: whether they are head teachers or not,the type of school they belong to and the final education level.There was no significant difference in other aspects.In view of the above survey results,from the perspective of public management and according to the four primary dimensions,the following policies and suggestions are given for the government and the education authorities to improve the professional identity of high school mathematics teachers: First,to improve the professional awareness level of high school mathematics teachers in J City;Second,introduce measures to enhance the professional stability of high school mathematics teachers in J City;Third,to stimulate the professional activity motivation of high school mathematics teachers in J City;Fourth,improve the support system from the perspectives of society,government and schools.Through these policies and suggestions,it is expected to help the government and education management departments to establish an excellent team of high school mathematics teachers with high professional recognition,strong teaching ability and high stability,and fundamentally change the teaching quality of mathematics in high school in J City.