| Teachers’ teaching sensitivity is the teacher’s ability to perceive,comprehend and explain the teaching situation and an important quality that measure teachers’ teaching consciousness,its structures possess remarkable complexity.With the deepening of curriculum and teaching reform,the requirements for teacher professional development are not limited to improving teachers’ professional knowledge and skills,but pay more attention to continuously activating teachers’ deeper teaching consciousness inward,especially emphasizing teachers’ sensitivity to students’ physical and mental development and learning behavior changes.The internal mechanism of teaching sensitivity affecting teachers’ teaching consciousness is still unclear.The influence of teaching sensitivity on teachers’ teaching consciousness may have both direct and indirect effects,and may also be affected by school environment factors.This study randomly selected 675 primary and secondary school teachers in H province as the subjects,and adopted teacher professional identity scale,sense of organizational support scale and teacher teaching sensitivity questionnaire as research tools to explore the characteristics of primary and secondary school teachers’ teaching sensitivity and its relationship with professional identity,as well as the role of sense of organizational support and professional title in this relationship.(1)On the whole,the teaching sensitivity,professional identity and sense of organizational support of primary and secondary school teachers are above average.(2)The professional identity,organizational support and teaching sensitivity of primary and secondary school teachers are significantly positively correlated.(3)The perceived organizational support plays a partial mediating role between teachers’ professional identity and teaching sensitivity.(4)In the process of mediating the relationship between perceived organizational support and professional identity and teaching sensitivity,professional title has a moderating effect on the path of professional identity and teaching sensitivity.It can be seen that teachers’ professional identity has direct and indirect influence on their teaching sensitivity,and is regulated by teachers’ professional titles. |
