Research On The Influence Of Part-time Teachers' Identity To Job Performance In Vocational School

At present,China is in the critical period of industrial restructuring and economic transformation and upgrading,urgently,professional education is needed to help train a large number of high-level technical experts and skilled craftsmen.To speed up the development of modern professional education,the construction of teachers' team is the key.As an important part of teaching staff,part-time teachers should not be ignored.Given this,pointing at the present situation of part-time teachers and their performances and the relationship between them,the research,which is based on theories,such as self-identity and the career life cycle and so on,will conduct a questionnaire survey for 244 part-time teachers and 245 full-time teachers who are from 22 vocational schools of GuangDong and it will also select four representative samples as case studies by using interviews which are taken from the questionnaires of self-identity's influences on their performances.Questionnaire survey shows:(1)The overall level of identity and job performance of vocational school part-time teachers is relatively low,and it is lower than average.Among the dimensions of identity,professional identities have the highest level and professional identities are the lowest.Among the dimensions of work performance,the highest level of hard work performance and the lowest level of adaptive performance are achieved.(2)The identity and job performance of vocational school part-time teachers differed in demographic variables of different ages,academic qualifications,teaching age,presence of teacher qualifications,and income,with no difference in gender.Identity has extremely significant differences in terms of age,education,age of teaching and income.Job performance differs most significantly in terms of age,age of teaching and income.(3)There is a positive correlation between identity recognition and job performance of vocational school part-time teachers,and there is a positive correlation between four dimensions of identity and four dimensions of work performance.(4)Part-time teachers' identities can predict and influence job performance in the vocational school.On the basis of the questionnaire survey,through case studies to further understand the status quo,characteristics and influencing factors of the part-time teachers' identity in vocational schools.Case study found:(1)Vocational school part-time teachers' status has five distinctive features that distinguish it from other teachers,such as professional identity diversity,vulnerability of professional status,marginalization of school identity,non-persistence of teacher status,and growth of part-time identity.(2)Factors that affect the identity of part-time teachers include others(students,companies,parents,etc.),groups(teacher groups),self.Finally,on the basis of the above research and analysis,combined with identity theory and career life cycle theory,the research proposes specific and targeted countermeasures from the environment of social?school and individual internal.