The Status Quo Of Professional Identity Of Middle School Female Teachers In Southern Xinjiang And The Influence Of Perceived Social Support

Under the background of promoting the balanced development of education regions,the overall development level of education in southern Xinjiang region has been promoted significantly,but the quantity and quality of teachers still restrict the development of education in the region,which is also an important concern of school management.Teachers' professional identity refers to teachers' positive cognition and emotion towards the profession they are engaged in,which reflects teachers' professional attitude.The research proves that teachers' professional identity is not only an important factor that affects teachers' professional behavior and teaching quality,but also an important factor that affects teachers' own sense of achievement and achievement.Female teachers make up more than 60% of the teaching staff in middle schools in southern Xinjiang.For female teachers,Traditional Gender Culture and the role of motherhood will have a more serious impact on their professional attitude.Therefore,this study focuses on the status of professional identity of female teachers in middle schools in southern Xinjiang,previous studies have confirmed that teachers' perceived support from social networks,that is,perceived social support,promotes teachers' professional identity,this study further explores the effect of perceived social support on the professional identity of female middle school teachers in southern Xinjiang,with a view to providing useful suggestions for the construction and management of middle school teachers in southern Xinjiang.A total of 650 female teachers from middle schools in southern Xinjiang were selected by random sampling,the subjects were tested using the career identity scale revised by Taiwan scholar Cai chang-juan and Mccal um in 1998 and the perceived social support scale revised by Jiang gan-jin and others,after eliminating invalid data,632 valid questionnaires remained.Then the data were analyzed by SPSS21.0.The results showed that: the level of professional identity of female teachers in academic status,marital status and teaching years showed significant differences;The level of perceived social support of female teachers can predict the level of professional identit y positively.The higher the level of perceived social support is,the higher the level of professional identity is Female teachers perceived that social support had a signific a nt effect on their professional identity,among which support from leaders and colleagues was the most influential,family support was the second,and friend support was the least influential.On the basis of the above results,the study puts forward suggestions on raising self-awareness and building self-development portfolio at the individual level of female teachers;on the school level,it puts forward suggestions on creating a mutual-a id collective atmosphere and strengthening teachers' post-service training;and on the social level,put forward to perfect help policy,strengthen society to approbate wait for a proposal.