An Empirical Research On Teacher Professional Identity And Its Influence Factors Of Secondary Vocational School Teachers

The improvement of teachers' professional identity can help teachers better understand and love their occupation.In such a favorable environment that our government promotes the development of vocational education,teachers of vocational schools need more recognition and devotion to their occupation.The existing researches show that the improvement of teachers' professional identity can enhance the level of teachers' emotional commitment to career,stimulate the work enthusiasm and improve teaching efficiency.However,there is still a lack of attention on empirical research for the professional identity of secondary vocational teachers.Therefore,the key points of this research will mainly focus on "what are the levels of the teacher professional identity","what factors will affect their professional identity" and "will there be any differences about teachers' professional identity between Shanghai and Taiwan".The purpose of this research is to arouse the attention of society,schools and teachers to teachers' professional identity;to realize the current situation of secondary vocational teachers' professional identity;to enhance secondary vocational school teachers' professional identity and make them love this occupation more.According to the points and purposes of this research,the author adopts the research methods of quantitative analysis and qualitative analysis.A total of 18 secondary vocational schools in Shanghai and Taiwan were investigated and 8 secondary vocational teachers were interviewed.This research mainly consists of three parts: the first part is the development and revision research tool,the design process of the research tools are introduced,through the forecast test data analysis,including project analysis,exploratory factor analysis,reliability and validity of the research tools were revised,and determined the research tool of formal research;The second part is the analysis of the basic situation of secondary vocational school teachers' professional identity.It analyzes and compares the basic status between secondary vocational school teachers' professional identity in Shanghai and Taiwan provinces,and explores the reasons behind the current situation through interviews and literature;The third part is the analysis of influencing factors for secondary vocational school teachers' professional identity,discussing the correlation between teacher professional identity and the influence factors,and the linear regression equation.It also compares and analyses the regression equations and the research results constructed in Shanghai and Taiwan provinces.The conclusions of this research: 1.The teacher professional identity level of secondary vocational teachers in Shanghai is on the average level.The teachers' professional identity level of secondary vocational school in Taiwan is good.And the secondary vocational teachers' professional identity level in Shanghai is obvious lower than that in Taiwan.2.Secondary vocational school teachers' professional identity is significantly correlated with four factors,including interpersonal interaction,social evaluation perception,family factor and career support.3.Three factors,including interpersonal interaction,social evaluation perception and career support have significant positive impacts on secondary vocational school teachers' professional identity,but family factor is excluded.