The Problem Of Rural Elementary School Teachers' Identity And Its Countermeasure

Teacher identity is a sense of identity and belonging.It is based on the teacher's deep perception and understanding of the identity and difference between themselves and their groups.Whether recognitionof their own identity or formation of a positive identity,teachers will not only affect their own educational life or professional development,but also affect the whole teachers' team and national education.At present,the research of teacher identity focuses on the connotations,influencing factors and promotion strategies.The empirical research is mainly based on interviews and cases,and the research on narrative and life history is gradually emerging.This research can not only provide a new research perspective for teacher education,but also help teachers form a positive identity.Most importantly,it can improve their sense of belonging and make them become a happy teacher.This study sorts out the relevant theories of teacher identity.And the questionnaires and interview outlines used in this study are based on them.After the test,the questionnaire has good reliability and validity.In the formal survey,a total of 316 rural primary school teachers were selected as research objects.In order to make the research more reliable,six teachers were randomly selected for interviews.Through the analysis of the questionnaire data,it is found that the identity of rural primary school teachers is at a general level,and there is no serious identity crisis,but its identity level needs to be improved.In addition,through data analysis,there is no significant difference in the identity of teachers between different genders,ages,teaching ages and educational backgrounds,but there is significant difference in the identity of rural primary school teachers of different professional titles and positions.Through the investigation,the problems of rural primary school teachers' identity are mainly as follows: occupational motivation is too utilitarian and occupational burnout is serious;professional cognition its action are biased;social status is low;sense of belonging to rural and school is lacked.There are many reasons for this problem.The rural areas are poor in environmental conditions,and the environmental culture of rural schools is poor.In addition,teachers' individual beliefs are not strong and self-awareness is unknown.The emergence of these factors has caused problems in the identity of rural primary school teachers.According to the cause of the identity problem,the author tries to propose some optimization strategies to improve the identity of rural primary school teachers.It mainly includes: strengthening the urban-rural integration,improving the rural social environment,improving the treatment of teachers,and reshaping the rural culture at the social level.At the school level,they need tobalance the development of school culture,establish a humanized management system,create a school atmosphere that respects teachers and teachers,and establish a learning community for teachers.From the teachers themselves,they need to strengthen effective self-organization,firm belief and lifelong learning,and improve professional skills constantly and promote the development of professional quality.