Research On Reconstruction Of Identity Of Rural Special Post Female Teachers

In 2022,the central "special post plan" will still focus on the central and western provinces as the main implementation targets,focusing on supporting areas with special difficulties,key counties for national rural revitalization,ethnic minority areas and other areas.The focus of the plan is to provide special post teachers for rural schools in order to continuously optimize the structure of the teaching force.At the current stage,one of the priorities of the development of compulsory education in China is to strengthen the construction of teachers in rural schools,and the identity status of special post teachers affects the quality of rural teachers.The identity of special post female teachers is the process of individuals from asking the external "who I am" to reflecting on the inner demands and paying attention to the internal construction,which is directly related to the professional happiness,professional belonging,educational feelings,job satisfaction,investment status,burnout,etc.of their work,which profoundly affects the high-quality development of rural education.Based on the identity problems faced by female special post teachers in their real work,this study explores the connotation,meaning and theoretical basis of the identity of special post female teachers,and establishes a dynamic view on the basis of exploring the basic structure of "self-identity,other identity and social identity",so as to lay a rational foundation for the discussion of the identity of special post female teachers.After the theoretical analysis and deconstruction of the identity of special post female teachers,this paper first clarifies the connotation of the identity of special post female teachers,constructs a four-dimensional nine-factor analysis framework of special post female teachers’ professional identity,professional knowledge identity,personal value identity and professional environment identity,and compiles a questionnaire based on this.Through the survey,it is found that the current identity of special post female teachers is affected by multiple variables of demography,family and occupation,and the overall identity is at the upper middle level.However,there are obvious differences in the degree of recognition of specific dimensions and specific factors.Taking the four dimensions as the starting point,the current professional identity of female teachers in special posts is the highest,but it is mainly manifested as higher professional values and a low sense of professional belonging.Personal value recognition is secondary,but the concentration externalizes into a higher behavioral tendency,and the input status is more controversial;The average score of professional knowledge recognition just reached the level of "satisfaction",but the recognition of "professional knowledge" was lower than the average level of professional knowledge recognition,indicating that the professional knowledge of female teachers in special posts needs to be improved.The professional environment identity is lower than the average level of professional identity of special post teachers,which makes special post female teachers "marginalized" in the process of integrating their identity into the environment.On the basis of the questionnaire,the semi-structured interview survey method was used to mine the analyzable information,and try to integrate the identity of special post female teachers into the specific social environment,workplace,and individual internal investigation to clarify the relevant influencing factors.First,the practical constraints under the difference between urban and rural structures at the social and environmental level,including the "difference pattern" formed under the dual structure of urban and rural areas,the uneven distribution of capital value and resources caused by social transformation,and the bias of the gender system;Second,the constraints of the field Chinese system of rural schools at the school level,including the negative impact of rural school organizational culture,the lack of humanistic care in the rural school management system,and the limitations of rural school organization teacher training;The third is the internal regulation of teachers’ individual role positioning and professional development,including the dislocation and internal knot between the educational philosophy of special post female teachers and the practice of rural education.