A Study On The Relationship Between Professional Identity,work Pressure And Career Delay Gratification Of Physical Education Teachers In General High Schools In Zhejiang Province

Ten-year trees,century-old tree people,long-term nature of educational labor,differences in educational objects,implicit and lagging characteristics of labor results,resulting in the current work may not immediately meet the needs of teachers’ selfvalue realization,professional needs are difficult to meet,coupled with the objective impact of work pressure,it is easy to make teachers fall into negative emotions,damage individual professional identity and other occupational mental health,affect the teaching state and teaching behavior.In the face of various contradictions and dilemmas,emotions may be uncontrolled,and it is easier to give up on oneself,rush to achieve quick results,and jump to another school,which directly affects the quality of physical education and training level,and further affects the quality of talent training.As a positive self-regulation ability,professional delayed gratification is of great significance to self-professional development,taking teachers’ professional psychology as the starting point and paying attention to teachers’ professional psychological appeals,so as to alleviate teachers’ work pressure,improve teachers’ professional identity and professional delayed gratification,and promote the sustainable and healthy development of teachers.In this study,569 general high school physical education teachers in Zhejiang Province were surveyed using the literature method,questionnaire survey method,mathematical statistics method and interview method,and the occupational delay satisfaction scale,work pressure scale and occupational identity scale were used as measurement tools,and SPSS26.0 statistical software was used to process and analyze the data,understand the current situation of professional delayed gratification,work pressure and professional identity of ordinary high school physical education teachers in Zhejiang Province,and explore the relationship between delayed professional satisfaction,work pressure and occupational identity.The conclusion of the study are:1.The professional delay satisfaction score of physical education teachers in ordinary high schools in Zhejiang Province was slightly higher than the medium level,M=22.501(the scale score was 8～32,the average score was 20),and the teaching experience(p=0.037)and whether there were management positions(p=0.022)was significantly different;There were significant differences in gender,age,teaching experience,title status and monthly salary(p=0.025,p=0.001,p=0.001,p=0.001,p=0.001),and there were significant differences in age,teaching experience,professional title and whether there were administrative positions in the career delay dimension(p=0.011,p=0.010,p=0.001);occupational identity was at a high level(M=72.163,total score of 90),and age and teaching age There were significant differences in education,title,management position and monthly salary(p=0.001、p=0.001,p=0.001、p=0.001、p=0.038、p=0.030);The working pressure was at a moderate level(M=64.826,the total score of the scale was 144),and there were significant differences in age,teaching experience,and professional title status(p=0.002,p=0.013,p=0.003).2.There was a significant negative correlation between occupational delay satisfaction and work pressure,the correlation coefficient value was-0.114,p<0.01,student problems(β=-0.066,p<0.05)and social problems(β=-0.181,p<0.001)played a significant negative predictive effect on occupational delayed gratification;there was a significant positive correlation between occupational delayed satisfaction and occupational identity,the correlation coefficient was 0.503,p<0.001,and ability identity(β=0.770,p<0.001)and emotional identity(β=0.210,p<0.001)had significant positive predictive effects on occupational identity.The study concluded:1.The professional delay satisfaction of physical education teachers in ordinary high schools in Zhejiang Province and its two dimensions have reached the upper middle level,but due to the differences in gender,age,teaching experience,professional title status and monthly salary,there are certain differences in the professional delay satisfaction and dimensional level of different physical education teacher groups.2.The professional identity of physical education teachers in ordinary high schools in Zhejiang Province is at a high level,and the scores in the five dimensions are value identity,investment identity,ability identity,emotional identity,and continuous recognition.Affected by the differences in demographic variables such as age,teaching experience,educational background,professional title,whether there is a management position and monthly salary,there are certain differences in the professional identity of different physical education teachers and their fivedimensional levels,which show different characteristics.3.The work pressure and dimension of physical education teachers in ordinary high schools in Zhejiang Province are at the medium level,due to the different age,teaching age and professional title,there are certain differences in the work pressure and dimensional level of different physical education teacher groups,and the composition of stressors is different.4.There is a positive correlation between the level of professional delay satisfaction and the level of professional identity of physical education teachers in ordinary high schools in Zhejiang Province,and a negative correlation with the level of work stress;The level of competent,emotional identity,and student and social problems of work stress have an important impact on the professional delayed gratification of high school physical education teachers.The following recommendations are made:1.Strengthen education on ideals and beliefs of physical education teachers.Pay attention to the training of teachers before,during and after their careers,and promote individual teachers to find a balance between material interests and spiritual pursuits,external requirements and internal motivation.2.Optimize the internal and external environment of physical education teachers.Fully consider the particularity of physical education disciplines,attach importance to alleviating students’ problems and social problems,and improve the internal and external environment of teachers’ work3.Improve the psychological adjustment mechanism of physical education teachers.Pay attention to humanistic care and psychological assistance from families,society,schools and other parties,and improve teachers’ ability and emotional identity.