Research On Social Expectation Of Teachers’ Role Based On Social Stratification Theory

Since teachers live in the social situation,the society and its members inevitably have some idealized expectations for them.At present,the development and progress of society require the connotation of teachers’ role to change.The public’s high or low expectations lead to the ambiguity of teachers’ role positioning.Moreover,the stratification of the public makes the expectation of teachers’ role show differences.In the face of various social expectations,teachers often fall into an embarrassing situation,and their role behavior becomes at a loss.Therefore,how to reduce the expectation difference and how to work in the situation of expectation difference has become an urgent problem.As we all know,the public’s expectations and requirements for education are often based on their own experience and from their own interests,with great individuality.The social expectation of teacher’s role is the social public’s requirement and expectation for teachers based on their own experience and their basic understanding of teachers’ responsibilities,rights and obligations.Only when teachers meet the public expectations can they get legal seats and respect in social situations.Since the public hierarchy makes expectations appear different,it is the first task to clarify the expected patterns of different levels of the public.Based on the social stratification standard,this study divides the public into upper class,middle class and lower class according to the average monthly income,education level and occupation.The reason why the public is divided into different levels is not to highlight the high and low levels of the public,but to describe the expectations of the public.The research is based on questionnaire survey and qualitative interview.The first step is to understand the public’s expectations through an open questionnaire.In the second step,according to the answers to the questionnaire,the subjects of the questionnaire are designed.The third step is to verify the scientificity and validity of the questionnaire and form a formal questionnaire,after the item analysis,exploratory factor analysis,reliability test and validity test.Based on questionnaire survey and qualitative interview,this study summarizes the public’s expectations: the upper level public has rational expectations for teachers;the middle level public has high expectations for teachers;the lower level public has traditional expectations for teachers.At the same time,this study found that the difference of public expectation is mainly reflected in the uneven level of expectation,the different positions of expectation subjects and the various contents of expectation.Then,in order to find out the difference between social expectation and self-expectation,this study issued a questionnaire to teachers.The results show that teachers’ self-expectation is high and consistent.Except for the occasional significant difference due to the change of age and academic period,there is no significant difference due to the change of gender,education background,region and subject.Based on the consistency and stability of teachers’ self expectation,we find that teachers’ self-expectation is more consistent with the expectation of the middle-level public.Finally,this study summarizes the overall characteristics of social expectation of teachers’ role: the coexistence of differences and consensus;the contradiction between expectation and reality.At the same time,according to the problems reflected in the survey,this paper puts forward some suggestions on how to reduce the differences in social expectations of teachers’ role from the social and public perspectives.The society revises the concept of teachers’ role through the guidance of public opinion.The public revises the expectation of teachers’ role based on the realistic situation.In addition,this study also puts forward suggestions on how teachers work in the context of diverse expectations.First,teachers should try their best to obtain the "maximum amount of information" about public expectations and improve the clarity of expectations.Second,strengthen communication and listen to the practical needs of the public at different levels.Third,pay attention to the perceptual experience of the role,love the role of teachers.Fourth,we should actively practice the role,so as to make up the gap between expectation and reality.It is hoped that this study can provide guidance for teachers’ work to a certain extent,so as to help teachers play an important role in practice.