Research On The Identity Of Rural Teachers In Minority Areas

Rural teachers in ethnic minority areas in the space of a particular society in ethnic regions,in particular social field,the specific responsibility and mission,has connected with the ethnic prosperity development of our country,as the mainstay of the ethnic education development of our country,they bear the teaching,enlightening,inheriting the ethnic culture of responsibility and mission.The policy bias has further reduced the economic income of rural teachers and towns in ethnic areas.However,as rural teachers in ethnic areas are in the overlapping field of ethnicity and nativality,and The Times have entrusted them with more and more historical tasks,the diversity and uncertainty of their identities have led to their identity crisis gradually highlighted.This crisis affects the psychological state of rural teachers in ethnic minority areas,the quality of educational development in ethnic minority areas and the benign construction of teachers in ethnic minority areas.On the basis of the identity theory and rational choice theory,based on the stick to school more than 30 years old,after Miao village training the leadership of the first college students,after 35 set his mind at to stay in the village of female teacher,a preacher,a retired teacher,poverty alleviation and tasks under the director of the school,expectations have excellent rural teacher six case objects such as identity sketches,describe their work with "field" and their journey as rural teachers.Through the sketch of their individual identity and the identification of group identity,the group image of rural teachers in minority areas is presented in detail.Based on the survey findings,the identity of rural teachers in ethnic minority areas has been greatly improved.The individual identity of rural teachers in ethnic areas is in a state of unity of contradictions,which is the result of the interweaving and balancing of identity crisis and positive identity.From the inter-group level,the identity of native teachers in ethnic areas is higher than that of non-native teachers,and the identity of others is positively correlated with the identity of rural teachers in ethnic areas.The identity of rural teachers in ethnic areas is a dynamic development of contradictory unity,a process of rational thinking and choice based on their own reality,and a process of constant struggle and balance between identity crisis and positive identity factors.The causes for the formation of rural teachers’ identity in ethnic areas are diverse and contradictory,as follows: multiple role conflicts occupy the space for the development of teachers’ identity;Education concept is backward,weakening teachers’ professional efficacy;The random job transfer reduces the life happiness of teachers;Poor quality of education weakens the possibility of promotion of professional title.However,the simple humanistic environment of the school,the low pressure of teaching in the village and the local feelings make the rural teachers in the minority areas choose to abandon the public to teach,abandon the city to come to the village or abandon the city to go back to their hometown.Based on the above identity status of rural teachers in ethnic areas and the influence factors analysis,this study from the system level,cultural level and teachers’ individual level suggest to promote rural teacher identity in ethnic minority areas,make its have the consistency group identity psychological structure,each level to form a positive identity.Specifically including the improvement of rural teacher system construction in ethnic areas;Consolidate the symbolic significance of the cultural symbols of rural teachers in minority areas;Activate the sense of professional attainment of rural teachers in ethnic minority areas.