Self-representations Of Senior High School ETPI From The Perspective Of Internationalization

Integration and virtualization have caused comparison and contradiction among different nations and regions of the modern society.In the realm of Education,teachers are influenced significantly.Thanks to the accessibility of language,English teachers are bearing the brunt of international shocks and impacts.How English teachers present their profession is significant to realization of teaching effective,and the improvement of teaching quality.Thereby,the essential issue of this study is to explore senior high school English teachers' psychological states to reveal how they perceive their profession.Concentrating on being orientation of English teachers' professional identity,the present study starts from seven dimensions towards structural study(role value,professional value,professional sense of belonging and professional behavior tendency)and relational study(teacher burnout,turnover intention and job satisfaction).Based on internationalization of education,social cognitive career theory and career stage models,60 senior high school English teachers are selected as research subjects,the study intends to explore the representation of English teachers' professional identity on the above-mentioned seven aspects with questionnaires and supplement interviews.The results indicate that senior high school English teachers have relative strong TPI(M=4.02),without obvious differences between different ages,genders and professional titles,there are significant differences in educational backgrounds and school levels.Details are as the follows:(1)Role value is higher than other dimensions throughout.Without differences in terms of genders,educations and school levels,TPI is correlated significant with ages and professional titles.And self-efficacy of personal performance accomplishments and competence in content knowledge and pedagogy are prominent to role value.(2)With significantly correlated with educational backgrounds,and professional knowledge,professional role is followed by.Especially,the up-to data comprehensive English language competence,and the learning methods are significantly.(3)Professional sense of belonging is significant correlated with educational backgrounds and school levels.And inclusive policy-making and harmonious school environment are recommended to improve its level.(4)Professional behavior tendency is the lowest,which correlates with genders,educational backgrounds and school levels significantly.Meantime,educational choice goals and the development of teachers are necessary.(5)Relatively higher level of burnout existing among senior high school English teachers.To organize more teachers training classes and providing more chance to international visiting activities can make them feel the importance of their profession.Meanwhile,it can improve their adaptability.(6)Lower level of turnover intention are explored,however,newcomers present higher level relatively.As considering the significant differences in terms of ages,schools shall provide special accommodations to new teachers to have a good start.(7)Relatively dissatisfaction is tightly linked with burnout,pressure,turnover intention etc.Teachers are encouraged have confidence to conquer the troubles,and self reflections of success and failures are significant to make progress gradually.From the aforementioned seven dimensions,this study attempts to present senior high school English teachers' professional identities.However,the study is a general overview research,which is merely concentrated on cross-sectional aspects,and longitudinal research is not included,which is expected to be improved in further study.