Rural Primary And Secondary School Teachers Professional Identity And Work Values

Rural education is the weak link and the short board in building a well-off society in an all-round way and realizing the modernization of education. However, the rural teachers with "education marginal" characteristics, faced with the problem of the lack of professional appeal, the overall quality is not high, the structure is not reasonable, the disorder flow and so on. These problems objectively restrict the sustainable and healthy development of rural education. Thus, training and improving the work values and professional identity of rural primary and secondary school teachers’are the main key to ensure the correct guidance of rural education and bring the rural teachers, and promote rural teachers to play the roles of affecting students with integrity, teach students by precept and example, so as to alleviate these problems appear in the construction of the contingent of teachers in rural areas. In view of this, this study uses the methods of literature research, questionnaire survey and case interview, base the 267 rural primary and secondary school teachers questionnaire, to analysis the situation and relationship between the professional identity of primary and secondary school of rural teachers (including 4 dimensions, such as professional concept understanding, professional significance recognition, professional emotional acceptance, professional behavior internalization) and their work values (including 5 dimensions, such as interest values, development values, prestige values, altruistic values, social values), and to look for guidance and the way to improve rural primary and secondary school teachers’occupation identity and work values, in order to provide reference for the feasibility of the government education departments to develop reasonable policies to promote the development of rural education, finally, achieve the education fairness, and promote the integration of urban and rural construction.The main conclusions of the thesis are as follows:(1)Rural primary and secondary school teachers’professional identity recognition level is high, but lack of emotional closeness and honor sense of group; and there are differences in gender, age, education background and major. (2)Work values is overall positive, with the characteristics of pursuing social respect and desiring for interpersonal communication, pursuing self-interest and service dedication, but is weak demand and self-realization; and there are differences in gender, age and family background. (3)Professional identity and work values are positively correlated, professional concept understanding, professional significance recognition, professional emotional acceptance and professional behavior internalization are respectively correlated with interest values, development values, prestige values, altruistic values and social values. (4)Professional identity, professional concept understanding, professional significance recognition, professional emotional acceptance and professional behavior internalization both have a positive influence on work values. (5)Work values, development values, altruistic values and social values have a positive influence on professional identity, but interest values and prestige values do not.Therefore, Building "a good quality, dedicated, rooted in the countryside" rural teachers team need the two-way benign interaction between rural teachers’professional identity and work values. Should not only reinforce the influence that professional concept understanding, professional significance recognition, professional emotional acceptance and professional behavior internalization on development values, altruistic values and social values on professional identity, also to create a good internal and external environment, cultivate rural teachers to abide by the socialist core values consciously, form the values of industrious and hard-working, and strengthen their mutual promoting effect with professional identity.