Research On PE Teacher Professional Identity And Its Influencing Factors From The Perspective Of Teacher Professional Development

With the promulgation of the Outline of the National Medium-and Long-term Education Reform and Development Plan(2010-2020),the Opinions on comprehensively deepening the Reform of the Construction of Teachers in the New era,and the "Healthy China 2030",the state attaches great importance to the construction of teachers in primary and secondary schools.Wuhan has gathered profound cultural heritage since ancient times.In recent years,in response to the needs of the state for the development of education,the local government in Wuhan issued the "Implementation Plan on Strengthening the Construction of Rural Teachers in the City" in 2016.By 2020,Wuhan has further issued the "Wuhan Basic Education and Secondary Vocational Education Plan 2020" on the basis of previous policies.Teachers are an indispensable part of education and teaching.In addition to being closely related to teachers’ own teaching level,professional skills and professional ethics,teachers’ attitude and emotion towards their own profession will also have a great impact on teachers’ teaching effect.Teacher’s professional identity is the process of teachers’ cognition,emotion and a series of behavioral tendencies,and it is a dynamic process of psychological change.It can directly reflect the degree of recognition of teachers in value,emotion and so on.In general,the enthusiasm for work held by teachers during their work will directly depend on the teacher’s attitude and recognition of the profession.The promotion of teachers’professional identity can not only enhance the enthusiasm of teachers to participate in the work to a great extent,but also play a significant role in promoting the formation of excellent and strong teachers.However,the author finds that the current research on the professional identity of junior high school PE teachers,especially Wuhan junior high school PE teachers,is relatively few.Therefore,based on the theory of social identity and Herzberg’s two-factor theory,this study takes the physical education teachers of junior middle schools in Wuhan as the object of this paper.This paper investigates and analyzes the current situation of professional identity of junior high school physical education teachers in Wuhan.This paper attempts to put forward some relevant reference suggestions for Wuhan municipal government and education department to promote the professional identity of the junior middle school physical education teachers in Wuhan,and to promote the stability and improvement of the quality of the middle school physical education teachers in Wuhan.Based on the reliability and validity test of "Wuhan Junior Middle School Physical Education Teachers’ Professional Identity Scale" and "Wuhan Junior Middle School Physical Education Teachers’ Professional Identity Influencing Factors Questionnaire",a series of data were collected and analyzed in order to understand the basic status of physical education professional identity in Wuhan Junior Middle School.The results show that:(1)the professional identity of physical education teachers in junior middle schools in Wuhan is in the upper middle level,among which,the value identity score is the highest and the ability identity score is the lowest;(2)gender and monthly income(after tax)have no significant influence on teachers’ professional identity.(3)The entry motivation and cognitive level will affect the professional identity of junior high school PE teachers.(4)Prestige status,work prospect,organization and management,safety and stability,material reward will have a significant impact on the professional identity of junior high school PE teachers.Compared with other variables,interpersonal relationship has no significant impact on the professional identity of junior high school PE teachers.