Study On The Hindering Factors Of Head Teacher’s Professional Identity Of Junior Middle School

The head teacher of junior middle school shoulders the dual task of subject teaching and class management,and more undertakes the heavy task of student education and guidance.Only by identifying their profession from the bottom of their heart and loving their profession,can they devote themselves to class management.The professional identity of the head teacher in junior middle school is not only related to the professional development of teachers themselves,but also related to the overall growth of class students and the concrete implementation of school moral education,and even related to the in-depth promotion of national basic education reform.At present,the researches on teachers’ professional identity mainly focus on ordinary teachers,normal university students,college counselors and other groups at all levels and various schools,while the researches on junior middle school head teachers’ professional identity are seriously lacking.This study adopts qualitative analysis method and takes A junior high school in T City as a case study.Through in-depth one-to-one interviews with 12 head teachers of the school,this study explores the hindering factors of professional identity of junior middle school head teachers.Through analyzing the text of the interview data,according to the teacher in charge in career cognitive,emotional experience and behavior tendency shows the characteristics of the commonness and difference of three aspects,the junior middle school teacher in charge’s professional identity is initially divided into good professional identity and blocked professional identity,and the blocked professional identity is further divided into three types,respectively fuzzy volatile type,strongly conflicting type,and mildly conflicting type.On this basis,the relevant factors that hinder the professional identity of head teachers are summarized into four aspects,as follows: first,the hindering factors in terms of professional characteristics.Specifically,the work intensity of "double major" is high,the pressure of student safety responsibility is high,and the right to criticize education is unclear.Second,the hindering factors in terms of school management.Specifically,the perceived organizational support is not enough,the teachers are not responsible,and the job training effect is not good.Third,the hindering factors in terms of social environment.Specifically,it includes improper participation of parents in education,negative impact of social public opinion and adverse impact of promotion policy.Fourth,the hindering factors in terms of the teacher in charge individual aspect.It includes lack of internal motivation,lack of professional ability,disadvantages of "minor subject" teachers,unfair salary and treatment,heavy family burden,and poor health.Finally,based on the analysis results of hindering factors,this study puts forward targeted countermeasures and specific suggestions to promote the junior middle school head teachers’ professional identity from the aspects of school management,social environment and individual head teachers.