The Case Study Of County Middle School Foreign Teacher Identity Under The Horizon Of Organizational Socialization Theory

Since the issuance of the "14th Five-Year Plan of Action for the Development and Improvement of County General High Schools",the Party and the State have been working hard to create a sufficient number of teachers with reasonable structure,good quality,and relative stability in county high schools.As society continues to change,educational resources have been reorganized,and teacher mobility has become more frequent,with some teachers moving away from their hometowns to teach in county high schools,becoming "teachers from other countries" and making up for the shortage of teachers in county high schools.However,the contradictions between returning to their hometowns and staying in foreign countries,as well as the limited educational resources in the county,have led to different degrees of identity formation among teachers in foreign countries.In view of this,targeted strategies should be adopted to enhance the identities of teachers from other rural areas and attract teachers from other rural areas to establish their roots in the county,which is of great significance to promote the development of quality and balanced compulsory education in the county.This study adopts the case study method of qualitative research in the context of organizational socialization theory and takes four teachers from T County High School as case study subjects.First,we briefly introduced the working scenes of teachers in foreign countries and explained the characteristics of teachers in foreign countries as "foreigners," which mainly include the idea of returning to their hometowns far from their hometowns,language communication barriers,and different food cultures,the focus on teaching and not paying attention to local cultures,the lack of deep interpersonal relationships,and the lack of local feelings toward their places of residence.Lack of local feelings.Secondly,based on organizational socialization theory,the study divided the work history of the four teachers from other countries into three stages of organizational socialization and presented the current status of the four teachers’ identities in terms of their professional identity,professional identity,and situational identity.The analysis of the current status of the four teachers’ identities revealed that at the macro level,the low social status of teachers,the low economic treatment of county teachers,and the call of hometown.At the medium level,the lack of cultural care by school leaders,unreasonable teacher training courses,and unfair treatment in promotion.At the micro level,the determination of marital relationships,key personalities,and individual traits,all factors affect the identities of teachers in foreign countries.Finally,the study points out that society should play a value-led guiding role to enhance the social status of teachers and protect their reasonable demands,focusing on policy inclination to improve the survival environment of teachers in the county.Schools should build a harmonious and democratic organizational environment,develop effective teacher training courses to enhance the local cultural literacy of teachers from foreign countries,strengthen humanistic care and provide special care for teachers from foreign countries;build multiple channels for teachers from foreign countries to integrate into the county and construct harmonious and inclusive collegial relationships;and improve the school management system to guarantee selection equity issues.Teachers should stimulate the endogenous motivation of self-adjustment,pay attention to their professional development and make sound future career planning,cultivate local feelings and establish the belief of being rooted in a foreign country,exert personal motivation,and build good interpersonal relationships.Through the above ways,we can enhance teachers’ identity in foreign countries to promote the stable development of county secondary schools.