The Comparative Research On Professional Identity Of Chemistry Teachers From Junior High Schools

Teachers’ professional identity refers to the cognition and acknowledgement of teachers hold towards their occupation, the basic capability and professional quality they need to be teachers and the objective assessment they make to the occupation as teachers. The cognition and construct serves as a state of affair and a process. This research goes along with the classification divided by Wei Shuhua, which classifies professional identity into four factors: occupational values, sense of occupational belonging, role values and professional behavior inclination. By adopting the method of sampling survey, this thesis conducts a questionnaire survey to 296 chemistry teachers from junior high schools in Guizhou Province and specifically analyzes a series of factors that influence chemistry teachers’ profession identity, including difference of regions, gender, nationality, age, marital status, education background, years spent on teaching, property of occupation, professional title, monthly income, location of school, class size, amount of weekly classes and elements such as whether they are graduated from normal universities, whether they have taught other subjects, whether their majors are consistent with what they teach. Apart from that, the thesis also carries out a case study on three teachers from a junior high school by the interviewing method and acquires an in-depth knowledge about the profession identity status of chemistry teachers from junior high schools. The findings are as follow:1. The overall level of chemistry teachers’ professional identity from junior high schools in Guizhou Province is good with an average score of 4.2474 according to the professional identify table; 2. Chemistry teachers from junior high schools in the first level of regions are significantly different from second and third levels’ in terms of professional identity and role values; 3. Professional identities and role values of chemistry teachers from junior high schools in Guizhou Province are varied in gender; 4. Role values of the chemistry teachers from junior high schools in Guizhou Province are different in nationality and age; 5. There is no distinct difference between professional values and sense of occupational belongings of the chemistry teachers from junior high schools in Guizhou Province in the property of occupations; 6. The professional identity, professional values, role values and occupational behavior inclinations of chemistry teachers from junior high schools in Guizhou Province vary with the different locations of schools; 7. The consistency of teaching subject and studying major among chemistry teachers’ professional identity from junior high schools in Guizhou Province vary in the occupational values; 8. Professional identity of chemistry teachers from junior high schools in Guizhou Province doesn’t have much to do with marital status, education background, years spent on teaching, professional title, monthly income, class size, amount of weekly classes and factors like whether they are graduated from normal universities and whether they teach other subjects.Based on the findings above, this thesis put forward some suggestions with a view to improving the professional identity of chemistry teachers from junior high schools in Guizhou Province.