乡村教师身份认同的现状调查及建议——以湖北省英山县乡村教师为例

Analysis on the Status Quo and Influencing Factors of Rural Teachers’Identity--Take Yingshan County as an Example

文章对湖北省英山县乡镇中小学及幼儿园550位教师的身份认同问卷数据进行分析,结果显示,乡村教师身份认同总体水平中等偏上,不同维度上的得分从高到低依次是自我价值认同、社会和人际关系认同、制度和政策认同;不同年龄、教龄、学历、所处学段、身份、职称等级的乡村教师的身份认同水平存在显著差异;但不同性别的教师以及教师任职的学校与县城的距离对于乡村教师身份认同水平没有显著差异。本研究提出以下三条建议:树立职业理想,增强乡村教师自我价值感;加大政策倾斜,提高乡村教师的职业吸引力;培养专业技能,提升乡村教师的适应能力。

Based on a questionnaire survey of 550 teachers in primary and secondary schools and kindergartens in Yingshan County,Hubei Province,the results show that the overall level of rural teachers’identity is above average,and the scores in different dimensions are successful from high to low,including personal identity,social and interpersonal identity,system and policy identity.There are significant differences in the level of rural teachers’identity with different age,teaching age,educational background,school period,identity and professional title.However,there is no significant difference in the level of teachers’identity between the school where teachers work and the county has no significant difference in the level of rural teachers’identity.Based on the analysis of the identity of rural teachers,this study puts forward the following three suggestions:to establish career ideals and enhance the sense of self-worth of rural teachers;increase the policy preference,improve the vocational attraction of rural teachers;cultivate“professional”skills and improve the adaptability of rural teachers.