A Survey Of Teachers' Professional Identity In Rural Small-scale Schools

Rural education is currently the top priority of our country's education.Small-scale schools are at the end of the rural education system.Ensuring and promoting its normal operation is the core of promoting the balanced development of rural education.However,at present,there are problems in the construction of teachers in smallscale rural schools in our country,and professional identity is one of the important factors affecting the construction of teachers.Therefore,understanding the status quo of teachers' professional identity in small-scale schools,analyzing its influencing factors and finding targeted promotion strategies are of great significance to the development of rural education.This study uses questionnaire and interview methods to investigate the professional identity status and influencing factors of 161 rural small-scale school teachers from four dimensions: professional values,role values,professional behavior tendencies,and professional belonging.The survey results show that:(1)The professional identity of teachers in rural small-scale schools is generally higher.Among them,professional value recognition is the highest,and role value recognition is the lowest.(2)There are significant differences in the professional identity of teachers in rural small-scale schools in terms of gender,marriage,age,educational background,and teaching subjects.Among them,the professional identity of male teachers is lower than that of female teachers;the professional behavior tendency of unmarried teachers is lower than that of married teachers;in terms of age,teachers aged 31-40 have the lowest professional sense of belonging,and those aged 51 and above have the lowest professional behavior tendency The professional behavior tendency of teachers with a college degree or below is lower than that of teachers with a bachelor degree or above;teachers with a teaching age of 11-15 years have the lowest professional value identification;teachers who hold main courses have a lower role value identification than marginal course teachers.Based on the problems reflected in the survey results,the following suggestions are made for improving the professional identity of teachers in small-scale schools: first,strengthen the guidance of teachers' role values in rural small-scale schools;second,improve the targeted management of teachers in small-scale rural schools;Third,strengthen the humanistic care for teachers in rural small-scale schools;fourth,strictly control the preservice entrance of teachers in rural small-scale schools.