The Influence Of Social Support On Professional Identity Of Middle School PHYSICAL Education Teachers In Kunming City ——Based On The Mediating Variable Of Psychological Capital

Objective: This study based on social identity theory and the theory of positive psychology,explore social support,kunming middle school physical education teachers professional identity and the overall level of psychological capital status quo,analysis of the relationship between the three,and their psychological capital whether there is any intermediary role between them,to explore the mechanism of the influence of teachers' professional identity,so as to improve sports teachers' professional ability,Arouse the enthusiasm of teachers.Methods: In this study,340 middle school PE teachers in Kunming were selected by cluster random sampling method.The social Support Scale for Middle school and Middle School Teachers,Professional Identity Scale for Middle School PE Teachers and Psychological Capital Scale for Middle School PE Teachers were used to investigate.SPSS was used to process and analyze the data and construct the mediation model,and bootstrap method was used to test the mediation model.Results :(1)the overall level of social support(3.72±.79),professional identity(4.18±0.57)and psychological capital(3.77±0.72)of middle school teachers were above middle level;(2)The social support of middle school PE teachers in Kunming has significant differences in age,teaching age,educational background and professional title,but no significant differences in gender,urban and rural areas and whether there is a staff variable.Teachers over 50 years old felt the most support,while those under 30 years old felt the lowest.Teachers with college degree have higher social support level;The social support level of teachers with organization is higher than that of teachers without organization.The social support of township teachers is higher than that of urban teachers.(3)The ability identity and value identity of female PE teachers in Kunming Middle School are significantly lower than that of male teachers,and the overall level of professional identity of female teachers is lower than that of male teachers.The identification level of teachers in their 50 s was relatively high in ability,emotion,value and continuous identification factors.The overall level of professional identity of postgraduates is relatively high;Teachers with 20-25 years of teaching experience have the highest level of professional identity.The professional identity of senior teachers is higher than that of senior teachers.The level of professional identity of teachers with organization is higher than that of teachers without organization;The professional identity of township teachers is higher than that of urban teachers.(4)There are no significant differences in gender,educational background and urban and rural variables of psychological capital of middle school PE teachers in Kunming,but there are significant differences in age,teaching age,professional title and whether teachers have establishment variables;The psychological capital level of female teachers is higher than that of male teachers.Teachers over 50 years old have the highest level of psychological capital,while those under 30 years old have the lowest level.In terms of educational background,teachers with junior college degree have the highest level of psychological capital.In terms of professional title,with the rise of professional title,the level of psychological capital of teachers increases accordingly.In terms of staffing,teachers with staffing are higher than those without staffing.In urban and rural areas,township teachers are lower than urban teachers.(5)The social support,professional identity and psychological capital of middle school PE teachers are positively correlated.(6)Psychological capital partially mediates the relationship between social support and professional identity.Conclusions :(1)social support and all dimensions have a significant positive impact on teachers' professional identity and psychological capital,while leaders,students and parents' support have a relatively large impact on teachers' professional identity;(2)Psychological capital also has a significant positive impact on professional identity.(3)Demographic variables can significantly affect teachers' social support,professional identity and psychological capital.(4)Psychological capital can mediate the influence of social support on teachers' professional identity and play a partial mediating role.