Investigation And Research On The Status Quo Of Independent Professional Development Of Secondary Vocational Teachers

By the development of society, leading to the main contradiction of education which changed from the demand of “quantity” to the demand of “quality”, it changed to the demand of the best education resource at last. In order to solve this contradiction,teacher's professional development is proposed, its developing process is also in order to satisfy the demands of the community which required to improve the “teacher professionalism”. So teachers themselves are the key to solve this problem, they play an important role in the professional development, but the history and reality of teacher professional development tell us: no matter it is depending on the guidance of the rational thought of the tool, depending on the external technology knowledge or the external environment factors to promote the development of teachers, these are far from enough and don't work. Teacher's professional development cannot achieve ideal results if we ignore the study of the teacher's own growth rules, if we do not pay full attention to the teacher's individual psychological factors. In addition, teacher's autonomy professional development of teachers in vocational schools also has the following problems: 1?Neglect the role of teachers in their own autonomy professional development; 2?There is lack of analysis of teacher's autonomy professional development, which come from the psychological factors of teachers; 3 ? Ignore the teacher's subjectivity in the teacher's autonomy professional development. Therefore, this article proposed the strategy from the influence of teacher's autonomy professional development of the psychological factors, it is not only pay full attention to the teachers who as the “main body” of the professional development, but also thought that teacher's autonomy professional development is an inevitable trend to promote the development of teachers.This paper mainly from the teacher's autonomy professional development consciousness, initiative, perceived self-efficacy and burnout which are the perspective of the four influencing factors to investigated the level status of the vocational school teacher's professional development. Trying to through the methods of literature research,questionnaire survey and questionnaire date statistic analysis to explore the ability level of teacher's autonomy professional development in secondary vocational schools, trying toseek the existing problems of teacher's autonomy professional development from the perspective of four factors, and puts forward some effective measures to solve the problems. Literature research is the theoretical basis of this paper, and it also the basis of the preparation of the questionnaire. The questionnaire survey is the data source of this paper, and it also reflects the real basis of the existing problems. Data statistical analysis is to judge the authenticity and reliability of the survey data, but also the judgment to the degree of relevance between the four factors and teacher's autonomy professional development.The paper divides into four chapters in the structure: the first chapter mainly includes the theoretical basis of the teacher's autonomy professional development in secondary vocational school and the literature review, it also including the research background,purpose, method, and significance, mainly to identified the teacher's autonomy professional development connotation and influence factors. The second chapter is to investigate the current situation of the teacher's autonomy professional development in secondary vocational school, the main contents include questionnaire design, project analysis,reliability test, correlation analysis and survey data analysis. The third chapter is to analyze the survey results of the current situation of the teacher's autonomy professional development in secondary vocational school, from the perspective of the four influencing factors and the survey data to analyze the current situation and the reasons which caused the existing problems of the teacher's autonomy professional development in secondary vocational school. The fourth chapter be from the perspective of four influencing factors to put forward some effective measures to promote the teacher's autonomy professional development in secondary vocational school.The paper obtained the following conclusions through the analysis of the survey data:the formal questionnaire of this paper which made in the existing theoretical basis, it has high dependability, high reliability and internal consistency. The four dimensions chose by this paper are: teacher's autonomy professional development consciousness, initiative and perceived self-efficacy have the presence of highly significant positive correlation with the autonomy professional development; there is a highly negative correlation between burnout and teacher's autonomy professional development; they are also the related factors that affect the level of teacher's autonomy professional development. Synthesize the fourdimensions, the level of teacher's autonomy professional development in secondary vocational school which investigated by this paper is generally low. But in the dimension of job burnout has a better expression, most of the teachers' professional burnout is at a low level. Therefore, against this problem of overall low level, this paper mainly puts forward the effective measures from the following four point of view to promote teacher's autonomy professional development, the four point of views are how to motivate consciousness of teacher's autonomy professional development, how to improve initiative and perceived self-efficacy of teacher's autonomy professional development, how to prevent and reduce burnout of teacher's autonomy professional development. The specific measures are as follows: 1?Teachers themselves have to strengthen the subjective status of consciousness of teacher's autonomy professional development; By improving the ability of reflect to enhance the awareness of the teacher's autonomy professional development; 2?According to the active value relationship between teachers and the autonomy professional development to establish the main body status, so as to improve the initiative of the teacher's autonomy professional development; 3?Teachers should learn to correct their own setbacks, should face and solve the problems positive which met in their development,and should enjoy more experience of success; In order to improve the sense of professional identity of teachers, schools and the society should support the development of the teacher's autonomy professional development, so as to improve the sense of self efficacy of teacher's autonomy professional development; 4?The society should have the correct expectations to the teachers, teachers themselves should learn to deal with the role of conflict, so as to prevent and reduce the burnout of the teacher's autonomy professional development.