A Study On The Identity Dilemma And Optimization Path Of Irregular Teachers In Urban Primary Schools

Teacher identity is one of the core issues in teacher education research,which directly relates to the professional development of teachers.Against the background of promoting the construction of the teacher team in the new era comprehensively,China urgently needs a high-quality,professional,and innovative primary and secondary school teacher team.The construction of the teacher team in the new era has attracted widespread attention from all sectors of society,and relevant research has emerged endlessly.Irregular teachers are an indispensable part of China’s teaching staff,in particular,the number of irregular teachers in city primary schools is increasing,but they often do not receive the attention they deserve.This group belongs to the disadvantaged group in schools,and their rights and interests are not effectively protected,facing many practical difficulties.We urgently need to take measures to strengthen our attention and support for irregular teachers in city primary schools,and create a fair and just educational environment.Existing research focuses more on the survival status,professional identity,teacher management,and teacher mobility of irregular teachers,but from the perspective of irregular teacher identity,their existence is rarely seen.Based on identity theory and ecosystem theory,this study takes "irregular teachers in city primary schools" as the research object and analyzes the irregular teachers’ identity dilemma from four dimensions: nature identity,institutional identity,discourse identity and affinity identity.This also constitutes the basic framework for the analysis of irregular teachers’ identity dilemma.This paper utilizes a comprehensive research approach,incorporating archival data,interviews,and grounded theory to explore the experiences of 7 irregular teachers.Additionally,in-depth interviews were conducted with 2 school administrators,3staff teachers,4 students,and 4 parents to gain a deeper understanding of the work and personal lives of these individuals.The study aims to analyze the current realities and challenges faced by irregular teachers in city primary schools.Starting from ecosystem theory,this paper presents a multidimensional analysis of the factors contributing to teachers’ identity crisis and proposes corresponding solutions.As a whole,the status dilemma of irregular teachers in city primary schools is as follows:starting from the nature identity,teacher’s subject consciousness is weak: "listener",disharmonious "teacher-self" identity and depressed emotion;From the perspective of institutional identity,different pay for the same work,limited professional title assessment,"legal identity",no "fact-free identity";From the perspective of discourse identity,school leaders under the scope of the irregular teachers are "cheap" temporary workers,teachers on the staff under the scope of the the irregular teachers are sensitive dedicated staff,students under the scope of the irregular teachers are serious and responsible teachers,parents under the scope of the irregular teachers are unqualified,it is best to in-staff teachers;From the perspective of affinity identity,the irregular teachers are loners with few affinity groups and shallow content sharing.The irregular teachers are free labor force from the perspective of affinity groups.On the basis of the above situation and dilemma,this paper analyzes the factors that influence the identity dilemma of irregular teachers.From the micro level analysis,not only the teacher’s self-positioning is not accurate and the initiative reflection ability is weak,but also the school management consciousness and responsibility consciousness is weak,the limitation of school management and the school culture lax.From the analysis of the intermediary system,the relationship between work and daily life,the relationship between colleagues and school leaders,and the relationship between parents and school indirectly affect the identity dilemma of irregular teachers.From the macro system analysis,the system level: under the institutional change of the teacher’s identity: ups and downs and policy system effectiveness is low;Social level: knowledge informatization weakens teachers’ authority and "stigmatize" teachers outside the network media.In order to clarify the identity of irregular teachers and improve the identity of irregular teachers,we should respect the subject status of teachers on the outside and rebuild their "nature identity";Perfect the protection mechanism of the rights and interests of the teachers,and rebuild the "institutional identity" of the teachers;To reconstruct the "discourse identity" of the teachers on the outside;Establish teacher affinity groups and compile the "affinity identity" of teachers.