Research On The Professional Identity And Influencing Factors Of New Elementary School Teachers

New primary school teachers shoulder the dual task of promoting the sustainable development of their career and training the future pillars of the motherland.Paying attention to the current situation of new primary school teachers' professional identity and improving their professional identity are not only of great significance to the professional development of new primary school teachers,but also conducive to the high-quality development of basic education in China.Therefore,this study conducted a questionnaire survey on 1105 new primary school teachers who had been employed for 1-3 years in three districts and counties of Qingdao to understand the status quo of new primary school teachers' professional identity;interviewed 17 new primary school teachers to further analyze the status quo of new primary school teachers' professional identity;conducted in-depth interviews and case studies with 6 new primary school teachers to further explore the new primary school teachers' professional identity On the basis of the above analysis,some suggestions are put forward to improve the professional identity of new primary school teachers.Through questionnaire survey and interview,it is found that the level of primary school new teachers' professional identity is generally high,and personal factors such as urban-rural differences,teachers' education background,teachers' positions,whether they graduated from normal universities,marital status,fertility status and examination time have an impact on primary school new teachers' professional identity.Among them,the professional identity of new teachers in rural areas is higher than that of new teachers in urban areas;the professional identity of new teachers with bachelor's degree is higher than that of new teachers in graduate school;the professional identity of new teachers without post is higher than that of new teachers in class;the professional identity of new teachers with non normal major is higher than that of new teachers with normal major;the professional identity of new teachers with married teachers is higher than that of new teachers without marriage;the professional identity of new teachers with children is higher than that of new teachers without children New teachers.Based on the case study of six new teachers' professional identity,this paper divides the development of new teachers' professional identity into three stages: job selection stage,pre job practice and work stage,and post job teacher work stage.In the stage of teachers' career selection,the internal and external motivations affect the new teachers' professional identity;in the pre job practice and work stage,the internal and external motivations affect the new teachers' professional identity;in the post job stage,thepersonal factors,important others and key events affect the new teachers' professional identity,among which the personal factors include education background,major,position,marital status and fertility status,examination time,important others include teachers,colleagues,family members,students,parents and training experts;difficulties and key events mainly include class management,lesson preparation,individual students,interpersonal relations,others' evaluation and work rhythm.Based on the analysis of the influencing factors in the three stages of the development of teachers' professional identity,the structure chart of the influencing mechanism of new teachers' professional identity in primary school is drawn.Finally,based on the primary school new teachers' professional identity and its influence mechanism,the author tries to put forward suggestions to improve the primary school new teachers' Professional Identity: in terms of improving the social status of teachers,improving the protection mechanism of teachers' treatment,increasing the publicity and recognition of excellent teachers,and ensuring the reasonable rights of teachers;in terms of playing the role of "important others",new teachers should pay attention to and "important" The communication and exchange of "others",education related departments and schools should strive to create "important others" for new teachers;in terms of attaching importance to new teachers' entry adaptation,strengthen the school's support for new teachers' work to reduce the burden of teachers,attach importance to the psychological changes of new teachers in the second year,and strengthen the on-the-job training of new teachers to promote teachers to solve practical problems;in terms of promoting the sustainable development of career It is suggested that new teachers should set up positive professional values and reflect on themselves.