Research On The Motivation Of Professional Development Of Secondary Vocational School Teachers In Different Career Stages

The century-old plan is education-oriented and the education plan is teacher-oriented.In order to thoroughly implement the party’s educational policy,build a strong country in education,and run education that the people are satisfied with,we should pay more attention to the professional development of teachers,and cultivate a large number of teachers who "have ideals and beliefs,moral sentiments,solid knowledge,and benevolent hearts" good teacher.The professional development of teachers in vocational schools is one of the key factors in the development of vocational education,and the driving force of professional development is one of the core issues of teachers’ professional development.At present,the professional development of teachers in different career stages of secondary vocational schools is facing many difficulties.One of the important reasons is the lack of motivation for teachers’ professional development.Therefore,the research on the driving force of teachers’ professional development has become an urgent need for teachers’ professional development and is of great significance.Based on the theoretical basis of "teacher career stage theory","field dynamics theory" and "occupation anchor theory",this study integrates the existing research results and constructs a model from three dimensions: teacher subject power,school field power and social field power.That is the dynamic model of teachers’ professional development in secondary vocational schools.The thesis does research on teachers at different career stages such as entry period,stable period,experimental and change period,calm and alienation period through literature research method,questionnaire survey method and interview method in three secondary vocational schools in Changsha City,Hunan Province Surveys in order to understand the dynamics of teachers’ professional development at different career stages.The research found that the current situation,reasons and countermeasures of the professional development dynamics of secondary vocational teachers are as follows:The first is the inner motivation of teachers.Teachers in the entry stage are lack of educational beliefs,and their expectations are in contrast with reality;Teachers in the stable stage are trapped in a state of tension and suffer identity crisis;Teachers in the experimental and changing stage are trapped in job burnout and their work plan are deviated from original plan;Calm and alienated teachers are sluggish in learning motivation and suffer low sense of social respect.The reasons for the above problems include that social negativity influences educational beliefs of new teachers and they are not adjusted to jobs;Teachers in the stable stage are confronted with the barriers of the promotion and resources and the conflict of dual identities;Teachers in the experimental and changing stages are indifferent to career anchors and their subjective appeals are not prioritized;Calm and alienated teachers are lack of achievement motivation and society neglects their emotion.In order to deal with these problems,strategies are as follows: Teachers in the entry-level period need to reconstruct their educational beliefs and adapt occupational status;Teachers in the stable period need to approve of their vocational identification and the job hierarchy need to be reformed;Teachers in the experimental and change period are supposed to develop occupational anchors and their subjective demands are met in a timely manner;Calm and alienated teachers should transfer their achievement goals and the social emotion to teachers are returned.The second is the dynamic dimension of the school field.Teachers are exhausted and laborious in terms of teaching because of their multiple jobs and overloaded roles.Besides,schools don’t develop a good understanding of the law of teacher development for their neglect of teachers’ growth needs.Strategies proposed include the improvement of school management and evaluation mechanisms.In addition,teacher development and career cycles need to grow in the same direction.The third is the dynamic dimension of the social field.The social status of teachers is "insignificant" and social expectations are "unattainable".The reasons for the above problems are the continuation of the "official position oriented" trend of thought and the stereotype of the "divine nature" of the teaching profession.The strategies proposed include the social status of teachers advance and the return of the teaching profession to its true nature.