Research On The Influence Of Online Teaching Leadership On Identity Of Novice Teachers Of Chinese As A Foreign Language

Teachers’ identity is an important guarantee for the quality of classroom teaching,and also an important factor affecting their professional development.Due to the outbreak of the COVID-19 epidemic,teaching Chinese as a foreign language has shifted from traditional offline teaching to an online teaching-based model,which has greatly affected teachers,especially Chinese as a foreign language teachers,and the change in teaching mode has deeply affected the construction of their identity.In the process of online teaching,teachers of Chinese as a foreign language face a series of problems such as poor interpersonal interaction and weakened classroom supervision,which trigger changes in teacher-student relationships and teaching environments,and also affect teachers’ self-identity,and bring certain challenges to teaching Chinese as a foreign language.In particular,novice teachers of Chinese as a foreign language have insufficient teaching experience and knowledge skills,and the difficulties of online teaching make their identities blurred,and over time novice teachers will develop negative emotions and eventually make the loss of Chinese as a foreign language teachers’ resources.As an effective strategy to improve teaching,promote teachers’ professional development and enhance students’ learning ability,teacher instructional leadership is the key to improving novice teachers’ teaching and management skills.Improving novice teachers’ instructional leadership skills can create a virtuous cycle of teacher identity and help improve teacher retention.Therefore,this study proposes the hypothesis that online instructional leadership has a positive impact on identity.Based on the literature review and previous studies,two models of identity and online instructional leadership of novice teachers of Chinese as a foreign language are constructed with reference to the quantitative research method,which is validated and modified by means of data and correlation analysis to find a practical path for the improvement of identity of novice teachers of Chinese as a foreign language.The study asks four questions: 1.What are the elements of online teaching leadership for novice teachers of Chinese as a foreign language;2.What is the current status of online teaching leadership for novice teachers of Chinese as a foreign language;3.What is the correlation between online teaching leadership and identity for novice teachers of Chinese as a foreign language;and 4.How should novice teachers of Chinese as a foreign language enhance their identity through teaching leadership? Based on the literature on identity,this study draws on other researchers’ identity frameworks and scales to construct a model of identity,which includes three dimensions: professional identity,professional identity,and situational identity;based on the literature on teaching leadership,we construct a model of online teaching leadership for novice teachers of Chinese as a foreign language,which includes four dimensions: online Chinese classroom vision The model includes four dimensions: online Chinese classroom vision creation,novice Chinese teachers’ teaching decision-making power,novice Chinese teachers’ online teaching implementation power,and novice Chinese teachers’ online teaching interpersonal power.Based on the two models,the "Identity and Online Teaching Leadership Questionnaire for Novice Teachers of Chinese as a Foreign Language" was developed and used as a measurement tool to further analyze the identity and online teaching leadership of novice teachers of Chinese as a foreign language,and to clarify their current situation and development problems.We learned that the current status of novice teachers’ identity development is at an intermediate level,and the current status of teaching leadership development is at an intermediate to low level.The reliability and validity analysis and correlation test were conducted by SPSS23.0,and proved that the two were positively correlated.Finally,we proposed targeted opinions on how to improve the identity of novice teachers of Chinese as a foreign language,mainly including the concept of constructing online teaching leadership for novice teachers of Chinese as a foreign language;and the four dimensions of improving online teaching leadership for novice teachers of Chinese as a foreign language.