Research On Teacher Professional Identity Of Special Education Schools In Jinan

The development of special education is inseparable from the efforts of special teachers.Due to occupational particularity,special education teachers are often prone to problems such as occupational fatigue,self-efficacy and low sense of achievement.Paying attention to the professional identity level of special education teachers is conducive to grasping the professional psychology of special education teachers,actively adjusting occupational emotional experience and strengthening subjective efforts,so as to promote the development of special education.Based on the analysis of teachers' professional identity,this study took 237 special education teachers in special education schools in all districts and counties of Jinan city as the research objects and conducted an investigation from six dimensions,namely,professional cognition,vocational skills,vocational significance,career expectation,career emotion and professional development.Through literature review,questionnaire survey,expert interview,data statistics,case study and other research methods,this paper analyzes and studies the status quo,characteristics and influencing factors of professional identity of teachers in Special education schools in Jinan.The results are as follows:1.The professional identity level of teachers in Special education schools in Jinan is relatively good.According to the analysis of the questionnaire results,the questionnaire scores of teachers' professional identity in Special education schools in Jinan were 3 points higher than the average,indicating a high level of professional identity.2.From different perspectives,there are differences in the professional identity of teachers in Jinan Special Education schools.The vocational identity of special education teachers is different in six dimensions.There were no significant differences in gender,age,professional title,professional background,training and on-the-job category,but there were significant differences in teaching age,income and education background.3.The professional identity level of special education teachers is closely related to the professional quality of special education teachers.Higher level of professional identity means that special education teachers have a better grasp of professional knowledge and skills.Positive professional identity promotes the improvement of the learning level of teachers,professors and students,and constantly improves the professional quality of teachers.4.Professional identity of teachers affects occupational satisfaction.Occupa tional emotion is positively correlated with occupational identity level.Treatmen t of professional environment,personal and career development prospects affect of jinan city special education school teachers' professional identity,special ed ucation teachers due to the particularity of vocational and the education object,occupational stress and job turnover rate is higher,promoting special educatio n school teachers' professional identity is beneficial to reduce the turnover rate,improve the work efficiency,enhance the job satisfaction.5.There are three main factors affecting the professional identity of teachers in special education schools.First,teachers' internal personal characteristics,including personality factors,personal characteristics;Second,the professional experience of special education teachers is closely related to the learning and working background and training.Third,external factors,that is,work environment factors.6.The professional training of teachers in Special education schools in Jinan still needs to be strengthened.In Shandong Province,the emphasis on the training of special education teachers has been constantly strengthened,and the individual needs of special education teachers for training have increased.However,there are still some problems,such as lack of targeted training,lack of training certification and lack of training incentive measures.This study makes an in-depth study of the professional identity of teachers in special education schools from the perspective of needs,so as to help teachers in special schools get more support from their families and society.On the other hand,through the investigation of the professional identity of teachers in special schools in Jinan,based on the current situation and characteristics of the study,to judge the factors affecting the professional identity of teachers in special education schools in Jinan,to provide theoretical support for improving the professional identity of teachers in special schools in Jinan.