Research On Vocational Identity And Influencing Factors Of Higher Vocational Teachers In Western Guangdong

As a major province in the development of higher vocational education in China,Guangdong Province has an unbalanced regional development of higher vocational education.High-quality educational resources and talent resources are concentrated in developed regions such as the Pearl River Delta.Compared with higher vocational colleges in the Pearl River Delta region,the development level of higher vocational colleges in the eastern and western regions of Guangdong is lagging behind.Teachers are the foundation of education and the source of education.In the context of the expansion of higher vocational education,the study of the professional identity and its influencing factors of higher vocational teachers in underdeveloped areas will promote the higher vocational teachers to realize their professional development,promote the improvement of the quality of education and teaching in the region,It is of great significance to narrow the gap with higher vocational colleges in developed regions and promote the balanced development of regional vocational education.On the basis of sorting out the relevant literature on teachers’ professional identity and professional identity of higher vocational teachers,the survey was carried out by using the "Vocational Teacher Occupational Identity Scale" and the "Higher Vocational Occupational Identity Questionnaire",Taking 437 vocational teachers in western Guangdong as the research object,through empirical research,the vocational identification of vocational teachers in western Guangdong and its influencing factors were studied,and the conclusions were drawn:First,the study found that the professional identity of higher vocational teachers in western Guangdong is at the upper middle level.Among them,occupational values scored higher,followed by occupational behavioral tendencies,and again the occupational sense of belonging,and role values scored the lowest.Second,through independent sample t test and analysis of variance,it is found that gender factors have a significant influence on the professional identity of vocational teachers in western Guangdong,while other demographic variables have no significant influence on the professional identity of vocational teachers.Third,through correlation analysis and regression analysis,it is found thatprofessional ability,job satisfaction,and social support have a significant impact on the professional recognition of vocational teachers in western Guangdong.Vocational ability has the most significant impact on vocational teachers ’professional identity,followed by job satisfaction,and social support has the least impact on vocational teachers’ professional identity.And job satisfaction plays an intermediary role in professional ability,social support and professional identity.Based on the impact of professional ability,job satisfaction and social support on the professional recognition of vocational teachers in western Guangdong,targeted recommendations are made.Based on teaching ability,comprehensively improve the professional ability of vocational teachers;take the improvement of the soft working environment as the focus,gradually improve the job satisfaction of vocational teachers;give play to the role of family support,and improve the social support system for vocational teachers.