Research On The Influence Of School Working Environment On Middle School Teachers' Professional Identity

Teachers' professional identity is teachers' recognition of their profession in the process of confirming their role as teachers,and it is the internal driving force of teachers' development.The focus of the construction of teachers in China has gradually changed from "knowledge-based","ability-based" to "quality-based".The inherent quality of teachers is the essential quality and foundation of excellent teachers.School is an important field for teachers to perform their duties and complete their tasks.The working environment provided by school is closely related to teachers' professional identity.In recent years,in order to promote the construction of teachers' ethics,improve the quality of teachers' life and cultivate excellent teachers with good internal quality,a series of relevant policies have been issued,such as "The comprehensively deepening the reform of the construction of teachers' team in the new era","The opinions on strengthening and improving the construction of teachers' ethics and style in the new era",etc.Great attention was paid to the construction of teachers' professional ethics and style,mobilizing the enthusiasm and initiative of the majority of middle school teachers,which has an important impact on Teachers' professional identity.Therefore,this study takes middle school teachers as the research object,adopts the "teachers' professional identity scale" compiled by Li Xiaoying and Yan Hanbing in 2018,divides the teachers'professional identity into three dimensions:professional efficacy,professional belonging and professional value,divides the school working environment into four aspects:management system,interpersonal environment,development environment and material environment,and formulates the "school professional identity scale" School work environment scale.In the research process,the questionnaire was supplemented with interview outline.This study takes the middle school teachers who participate in the national training program and the sending training program in Central China Normal University as the research object.By collecting 480 valid questionnaires,this study analyzes the demographic background factors that affect middle school teachers'professional identity,explores the influence of school environment on Teachers'professional identity,and analyzes the reasons behind,so as to put forward some suggestions for improving teachers' professional identity from the school level.It can provide reference for schools to improve teachers' working environment and formulate reasonable teacher management system.The results show that there are significant differences in gender,age,length of teaching,professional title,school location and no significant differences in the establishment variables;compared with the influence of teachers' demographic background variables on Teachers' professional identity,the influence of school working environment is much higher.The order from high to low is development environment,interpersonal environment,management system and material environment.In order to improve the professional identity of middle school teachers,schools should improve the working environment of teachers.By creating a good school development environment,management system,material environment and interpersonal environment,teachers'sense of professional efficacy,sense of professional belonging and sense of professional value can be improved,so as to promote middle school teachers' more love and identity for teachers' profession.Specifically speaking,First of all,in terms of development environment,the school should expand the resources and ways of teachers' professional development,protect the rights and interests of teachers' independent development,so as to improve teachers' professional efficacy;secondly,in terms of interpersonal environment,the school should strive to create a harmonious campus interpersonal relationship,build a teacher community,and enhance teachers' professional belonging;Thirdly,in terms of institutional environment,we should give full play to the incentive role of school policy system and attach importance to the process evaluation of teachers.Finally,in terms of the material environment,we should improve the treatment of teachers and improve the school infrastructure.