A Study On Subjective Social Status And Influencing Factors Of Primary And Secondary School Teachers

Under the current tide of building an innovation-oriented country and deepening educational reform,primary and secondary school teachers,as the backbone of basic education,have received unprecedented attention from all aspects.In 2018,the CPC central committee and the state council issued the opinions on comprehensively deepening the reform of the construction of teachers in the new era.In order to build a team of high-quality,professional and innovative teachers,a series of reform measures were introduced,among which improving the social and economic status of teachers was one of the important reform measures.The social status and economic status of teachers are not only based on the objective attributes of other professions,but also the subjective social status and economic status based on the subjective feelings of teachers and other social members.Compared with the objective social status,the social status and economic status of subjective feelings will have more influence on the pre-service teachers' choice of teacher career,the in-service teachers' adherence to the teacher career and their occupational happiness,and indirectly affect the development of their teaching career at all aspects.However,the academic community has not done enough research on how teachers understand their social status and what factors affect their judgment,therefore,In this study,the primary and secondary school teachers in XX district of Chongqing,whose social and economic development is at the middle level in China and has a certain representative significance,are taken as the object to study their understanding of their own subjective social status and its influencing factors,so as to make an exploration for the in-depth and systematic study of teachers' subjective social status and its influencing factors in China.This study chose 140 primary and secondary school teachers in XX district of Chongqing as investigation object,through the questionnaire investigation method to primary and secondary school teachers' subjective social status and its influencing factors were investigated.During the survey,SPSS software was used as the analysis tool,and the Ordered Probit model was used to identify and analyze the variables that had an important impact on the formation of primary and secondary school teachers' subjective social status.The study found that:(1)The subjective social status of primary and secondary school teachers in China is not high,mainly at the middle and lower levels.Moreover,the subjective social status of middle school teachers is higher than primary school teachers.On a scale of 1 to 10,secondary school teachers scored 4.86 on subjective social status and primary school teachers only 3.94;(2)Primary and secondary school teachers all have the highest degree of recognition in the dimension of occupational connotation,and have a high degree of recognition in the social significance and value of teacher occupation,but the lowest degree of recognition in the protection of rights and interests,indicating that primary and secondary school teachers are not satisfied with their income;(3)Economic income,professional cognition and professional ethics are the common factors affecting the subjective social status of primary and secondary school teachers.The main influencing factors of primary school teachers' subjective social status are professional value,occupational freedom and social image.Development potential,working environment and cultural capital are the main influencing factors of middle school teachers' subjective social status;(4)Among the demographic variables,years of teaching,professional title and annual income significantly affect the subjective social status of primary and secondary school teachers,which further proves that the factors related to the economic status of teachers have an important impact on the understanding of teachers' subjective social status.Based on the above research findings,this study respectively from four le vels of government,society,school and individual teachers to improve the subj ective social status of primary and secondary school teachers,to promote the s tability of the basic education teachers.They are as follows: to guarantee the r ights and interests of primary and secondary school teachers and guarantee thei r material living conditions;Carry forward the traditional culture of respecting teachers and valuing education,and actively maintain teachers' social image;Re form the school management system and improve the working environment of teachers;Enhance the level of specialization of teachers and strengthen the con struction of teachers' ethics.