Investigation And Research On The Professional Identity Of Middle School Teachers In Ningxia

With the development of the times and the progress of thought,people’s demand for high-quality education is becoming more and more urgent,and the number of teachers is also growing,which has triggered an upsurge in the study of teachers’ psychology.With the continuous promotion of the study of teachers,people gradually realize that teachers’ professional identity has an extremely far-reaching impact on their own development and education and teaching.Considering that most of the existing research focuses on preschool teachers,college teachers,music,sports and art teachers and other adjunct teachers,this paper takes middle school math teachers in Ningxia as the research object to investigate their own professional identity and try to find out the influencing factors and strategies to improve it.Based on the existing scale,this study added the relevant questions of middle school mathematics teachers to form a questionnaire and interview outline,conducted a questionnaire survey and interviewed record on middle school mathematics teachers in Ningxia.After analyzing the 183 questionnaire data results,this study finally formed a scale to measure the professional identity of middle school mathematics teachers.The scale is divided into six dimensions,namely:professional values,role values,work passion,external status,mathematics teaching concept and group relationship.On this basis,the paper analyzed various factors of middle school mathematics teachers in Ningxia,and finally concluded that the overall level of professional identity of middle school mathematics teachers in Ningxia was high,where was a gap between each dimension.In terms of gender,urban and rural areas,school age,educational background and professional factors,there is no significant difference in the overall and various dimensions of teachers’ professional identity.For the factors of region,school type,teaching age and professional title,there is no difference in teachers’ professional identity on the whole,but significant differences between some factors.For the monthly income level,workload and entry reason factors,there are differences between the overall and various factors.Based on the results,the study analyzes the causes of various factors,and puts forward suggestions to improve the professional identity of middle school mathematics teachers in Ningxia from five perspectives.Teachers should strengthen professional education and standardize their motivation when choosing majors.Colleges and universities should extend internship time and strengthen skill training When carrying out normal education.The unit should refine its job responsibilities and reduce the workload after teachers entering the profession.In the process of work,teachers should pay attention to their own psychology and promote the concept reform.At the same time,the state should also improve the social treatment of teachers and form a good social atmosphere.