Research On The Status Quo And Countermeasures Of English Teachers’ Professional Identity In Township Primary Schools

The introduction of the "Rural Revitalization Strategy" in the 19 th Party Congress Report and the "Rural Revitalization Strategy(2018-2022)" has triggered a great deal of attention to the revitalization of rural education.On 9 September 2016,General Secretary Xi Jinping visited the teachers and students at the 81 st School and stressed that "teachers should have a sense of happiness in their jobs,a sense of achievement in their careers and a sense of honor in society." This is a new interpretation of the social status of the teaching profession in terms of positioning.In recent years,Shanghai has abolished the final examinations for primary school English,the Liaoning Provincial Education Commission has announced a reduction in the English mark in the Chinese examination,and there have been numerous calls from all walks of life for the abolition of the English subject,making primary school English teachers no longer firm in their belief in the cause of primary school English education and casting doubt on the professional value of primary school English teachers.As an essential part of the teaching force,the high level of professional identity of English teachers in rural primary schools and their willingness to give and stick to their jobs at the grassroots level are issues that our education sector as a whole has to be concerned about.In the present study,there are few studies on the professional identity of teachers,and even fewer studies on the professional identity of English teachers in township primary schools.In this study,57 English teachers from 15 township primary schools in Guan County,Liaocheng City were selected as the research subjects.Based on self-identity theory,social identity theory,Herzberg’s two-factor theory and Maslow’s hierarchy of needs theory,the following three aspects were studied:(1)the current situation of English teachers’ professional identity in township primary schools;(2)the factors influencing English teachers’ professional identity in township primary schools;(3)the measures to improve English teachers’ professional identity in township primary schools.The findings of the study are as follows.1.The overall professional identity of English teachers in township primary schools is at an average level;the level of professional emotional identity of English teachers in township primary schools is high;the level of professional value identity,professional ability identity,professional behavioral tendency identity,professional will identity and professional social status identity of English teachers in township primary schools is average.2.There are significant differences in the professional value identity and professional ability identity of English teachers in township primary schools with different teaching years;there are significant differences in the professional value identity and professional social status identity of English teachers in township primary schools with different job titles;there are significant differences in the professional value identity and professional emotional identity of English teachers in township primary schools with different monthly incomes.3.Development is hindered by their own lack of ability;lack of understanding and support from their families;and difficulties in promoting English teachers’ titles are the main reasons for the low level of teachers’ professional value identification.4.Parents do not attach importance to their children learning English;the low status of the English subject in primary schools and the heavy task of teaching English in primary schools are the main reasons for the low level of teachers’ professional emotional identity.5.Teachers’ own professional quality is inadequate,their awareness of teaching English culture is weak,and teachers lack summary reflection on their professional knowledge and teaching skills;the school’s lack of attention to teachers’ professional development and the lack of a strong learning atmosphere in the working environment are the main reasons for the low level of teachers’ professional competence identity.6.Weak awareness of the need to improve teachers’ cultural literacy,teachers’ accustomed to the traditional teaching mode,and teachers’ lack of teaching and research skills;lack of conditions and atmosphere for research,excessive non-teaching tasks in schools,and inadequate provision of resources for teaching English are the main reasons for the low level of agreement with teachers’ professional behavioral tendencies.7.Teachers’ poor motivation to join the profession;complicated interpersonal relationships in schools;uneven allocation of resources in urban and rural schools and low salaries are the main reasons for the low level of identification with teachers’ professional will.8.The low social status of teachers in townships and their low salaries are the main reasons for the low level of identification with the social status of the teaching profession.In order to improve the professional identity of English teachers in township primary schools,this paper makes the following suggestions.(1)In order to enhance the professional value recognition of English teachers in township primary schools,firstly,teachers should should make efforts to study classroom teaching and take the initiative to participate in various educational and teaching activities;secondly,family members should give full support and encourage recognition of teachers’ work;finally,school organizations should develop reasonable methods for evaluating teachers’ titles.(2)In order to enhance the professional and emotional identity of English teachers in township primary schools,school organizations should strengthen home-school cooperation and attach importance to the management and guidance of English teaching in primary schools.(3)In order to enhance the professional competence identity of English teachers in township primary schools,firstly,teachers should improve their own professionalism and enhance their awareness of teaching reflection;secondly,school organizations should strengthen their attention to teachers’ professional development and create a good learning atmosphere.(4)In order to enhance the professional behavioral disposition identity of English teachers in township primary schools,firstly,teachers should focus on improving their cultural literacy,improving their teaching mode and developing their scientific research ability;secondly,school organizations should create a good atmosphere for educational research work in schools,improve the management system and provide perfect English teaching resources.(5)In order to improve the professional will of English teachers in township primary schools,firstly,teachers themselves should change their own concepts and improve their professional motivation;secondly,schools should implement democratic management and strengthen humanistic care for teachers;finally,the state should increase its investment in education in townships,improve the quality of education in townships and pay attention to the living environment of teachers in township primary schools.(6)In order to enhance the professional and social status recognition of English teachers in township primary schools,the state should improve the economic treatment of English teachers in township primary schools and raise the status of English teachers.