The Study On Relationship Between Primary School Mathematics Teachers’ Professional Identity And Structure Of Knowledge

Current education and development are paid a lot of attention, and it also faces many problemsand challenges, such as the realistic situation of teachers, professional identity, professional developmentand their own quality problems. The process of basic education reform depends on the teachers’professional identity, which is also the inner power of teachers’ growth and self-development. Curriculumrevolution is the most important part in the process of education reform. Structure of teachers’ knowledgeis whether able to match the new curriculum revolution. How to find a better way to teach students, this isthe matter of teachers’ self-efficacy.So more and more scholars focus on teachers’ professional identity, structure of teachers’knowledge, and teachers’ self-efficacy and they have already got the theoretical achievements in this part.But the study of the relationship between these three elements is relatively less. In order to explore therelationship between these three elements, to improve the development of teachers, we used some standardresearch method, such as literature review and survey were used in this research, professional identity as awhole dimension, structure of teachers’ knowledge is divided into ontological knowledge, conditionalknowledge, practical knowledge and general self-efficacy as a teacher self-efficacy measurement forresearch. In addition, independent samples t-test and ANOVA analysis are using, descriptive analysis ofprimary school mathematics teachers’ professional identity, knowledge structure and self-efficacy.Correlation analysis and hierarchical regression analysis were also applied for date analysis. The mainconclusions are as the following:First, the demographical variable（such as net, degree, grade differences）had some significanteffects on professional identity, the demographical variable（such as age, grade differences）had some significant effects on teachers’ self-efficacy, the demographical variable（such as age, years of teaching,titles, degree, grade differences）had some significant effects on the structure of teachers’ knowledge.Specifically: the teachers of different age have a big differences in the conditional knowledge, the teachersof different seniority have significant difference in conditional knowledge and practical knowledge;teachers of different titles have a big difference son the ontological knowledge and practical knowledge.Teachers on the different level of education have a significant difference in the conditional knowledge;different grade teachers have big differences in the ontological knowledge, conditional knowledge, andpractical knowledge.Second, the structure of teachers’ knowledge was positively correlated with professional identityand teachers’ self-efficacy, teachers’ self-efficacy was the fully intermediary variable in the relationshipbetween the structure of teachers’ knowledge and professional identity.In the end, we discussed current limitations and future research orientation.