Teachers’ Role Cognition And Behavior Changes From The Perspective Of Identity Theory

In recent years,there have been more and more "school troubles" incidents of students and parents hurting teachers,causing teachers to fall into the dilemma of "dare to control" and "unable to control" students,and also aroused the concern of the society on the practice of teacher’s role function.Most of the existing researches are in the field of pedagogy.The main point of view is that the teacher’s role practice dilemma is caused by teachers’ lack of teaching wisdom and professional ethics.Teachers should change their behaviors and improve their professional and ethical accomplishments to cope with this dilemma.The enlightenment of the above research is that to change the role practice dilemma faced by teachers,it is necessary to change their role practice methods.And the question that this article focuses on is:in practice,teachers really use this kind of "as it should" strategy provided by pedagogy to deal with the legitimacy crisis of their role?Is the "real" role conversion of teachers really a shift towards more moral nobility,emotional independence,and value impartiality?What is the current "real" role of teachers changing?What kind of behavior logic and behavior do they follow?This paper adopts the perspective of identity theory,and attempts to explore the "real" changes in the role of teachers and their logic of action through the investigation of the daily teaching interaction process of Z middle school teachers.This article is based on the identity theory,after comparing the institutionalized and non-institutionalized role relationships,the theoretical path of the identity theory is extended on the basis of the institutionalized role relationships.This leads to the analysis path of this article,that is,the personal role structure is formed and changed in the process of interacting with the relevant participants in the role relationship network.People’s choice of their role-playing stance is affected by their own role structure.The higher the identity,the higher the level of the role-playing stance in the role structure,and the more people tend to choose the corresponding stance to play the role.Identity salience is affected by three factors:emotion,relationship,and interest.The choice of acting posture has the least loss and the most gain in these three dimensions,and people are more inclined to choose which acting posture.In the traditional teaching field,the composition of the teacher’s role relationship network is relatively simple,and only the relevant person in the role of the school leader has a substantial influence on it.A single role relationship network produces a single role expectation.and further promotes teachers to form a simple and clear role recognition,which is to regard themselves as "soul engineers".Under this cognition,the role model of"strict teacher" in the teacher’s own role structure has the highest degree of recognition.Therefore,the teachers at that time mostly practiced the role in the form of strict discipline.In today’s teaching field.the role relationship network involving students,parents,and school leaders has generated divergent role expectations.These three participants influence teachers’ role recognition through the three dimensions of emotion,relationship,and interest.Knowledge and behavior choice.The teacher regards himself as an ordinary"workman",pursuing the minimization of costs and the maximization of benefits in the three aspects of emotion,relationship and benefit.As a result,the teacher’s role structure changes with different situations,and finally two main role-playing modes of selective laissez-faire and stock management have been formed.Through analysis,it is found that compared with the traditional teaching field,the role relationship network of teachers nowadays has changed from single to diversified.The students,parents,and school leaders in this network have different expectations for teachers’ roles,which makes it difficult for teachers.Teachers are affected by the costs of emotions,relationships,and interests,and tend to choose the role-playing posture that maximizes benefits and minimizes losses.This choice changes the role structure of teachers and ultimately promotes the transformation of their role practice from strict discipline to selective laissez-faire and stocking management.Based on the above analysis,this article intends to emphasize:in the "real" teaching situation,under the influence of the relationship network of multi-agent participation,the teacher’s own role cognition has changed,and this cognitive change is reflected in the teacher’s role behavior towards a more practical and utilitarian direction.