Non-governmental Secondary And Primary School Teachers’ Professional Identity Research

The improvement of the Non-governmental Secondary and Primary school’s education quality benefits from the professional development of the teachers,while the teachers’ professional identity is the crucial part of their professional development.In order to improve teachers’ professional identity in Non-governmental Secondary and Primary school,this paper take the teachers from A Education group,which is the largest Non-governmental education group in Guangzhou,as the research object,to reveal their current situation,analyze the reasons,then put forward the solutions.This paper is divided into five parts.The first part describes the reason of the topic,the purpose and significance of the study,research content and methods,and then defines the core concepts.The second part is a summary of the previous research results.This two part lays the foundation for the later research.The third part of this paper is the result of empirical research,revealing the current professional identity situation of teachers in Non-governmental primary and middle school from four aspects: In terms of professional cognition,almost all teachers accept the value of this professional job,but they hardly experience the professional status at work;in terms of professional emotion,teachers feel reluctant to be a Non-governmental primary and middle school teacher,for the weak sense of self-esteem and low sense of achievement;in terms of professional behavior,teachers pay more attention to the safety and moral education of the students than knowledge-transference,their teaching method is old and mechanical,with low self-efficacy;in terms of professional willpower,the level is relatively high,almost all the teacher would adhere to be a teacher,but they do not accept the environment of the Non-governmental Secondary and Primary school.In this part,the interview information and the questionnaire data reflect each other to provide a full and accurate status about teachers’ professional identity in Non-governmental primary and middle school.The fourth part is to analyze the causes behind the identity crisis,study found that there are following factors that concerned : for the perspective of teachers themselves,there are knowledge and skills,attitude and attribution,the professional ethics and values,experiences and so on;for social relations,there are mainly students’ learning level,important others encouraged,sense of “relative deprivation” and so on;for the system and environment part,teaching resources and professional training is relatively poor,external policy and school organizational support is obviously insufficient,the negative impact of the school management and individualism teachers’ culture,which will restrict their professional identity.In the fifth chapter,this study gives some suggestions to improve the level of professional identity of the Non-governmental primary and middle school teachers.For teachers themselves,it would be better to keep positive and optimistic,enhance the understanding of the environment and lead to the road of self-development;for the school part,it would be better to build a reasonable and effective evaluation system of teachers,actively create the natural and cooperative teacher culture atmosphere,in a people-oriented way,make teachers experience the organizational support,appropriate to increase the number of teachers;for the Education Department,they are expected to build an equal system between the private school teachers and the non-governmental school teachers,to implement relevant policies about protecting the welfare of these teachers.In short,the impovement of the Non-governmental primary and middle school teachers’ professional identity is depend on the effective support of the external and the real internal change of the teachers themselves.