Research On The Professional Identity Of Rural Primary School Teachers Under The Background Of Reducing The Burde

The professional identity of teachers helps to improve the quality of education and teaching,and is a key factor affecting teachers’ professional development.In this study,we used literature analysis,questionnaires,interviews and observations to investigate the current situation of teachers’ professional identity in rural elementary school in S County,Shandong Province,and analyze the problems and propose countermeasures.Through the study,it was found that in the context of load reduction,teachers’ professional identity in rural elementary school in County S,Shandong Province,was located at the middle to upper level.Among the four dimensions of teachers’ professional identity,from high to low,they were,in order,professional values,professional behavior tendency,professional belongingness,and role values.The study also found that(1)male teachers in rural elementary schools had higher teacher career identity than female teachers.(2)Rural elementary school teachers under the age of 30 had a lower sense of professional belonging.(3)Teachers’ occupational identity status was directly proportional to age and salary increase.Combined with ERG needs theory,the problems faced in enhancing the professional identity of teachers in rural elementary school in County S were: from the aspect of survival needs,blurred work boundaries and high intention of young teachers to leave the profession;from the aspect of mutual relationships,low home-school cooperation and lack of teachers’ sense of security;from the aspect of growth needs,low sense of teachers’ efficacy and hindered teachers’ professional growth.To address the current situation and problems,this study proposes countermeasures from the perspective of ERG needs theory: to meet survival needs-to relieve the pressure of survival,teachers choose their own schools;to improve job settings and optimize task distribution;to bring training institutions to campus to improve the level of quality education;to optimize routine settings and implement quality improvement and efficiency.Satisfying mutual relationship needs-building large rural schools,creating a countryside garden of joy and learning;collaborative cooperation among educational entities,enhancing teachers’ sense of security;improving principals’ management and enhancing democratic management in schools.Satisfying growth needs-building a learning and exchange platform to meet the needs of different stages of growth;stabilizing favorable rural teacher policies to improve teachers’ happiness index.