教师社会地位的自我认同与他者认同差异——基于29个省教师与公众的调查研究

A Study on the Difference between Teachers'Social Status of Self-identity and Otheridentity:AQuestionnaire Survey Based on Teachers and the Public in 29Provinces

本文超越单一视角,从教师自我认同和他者认同的双重视角研究中小学教师的社会地位。在阐释新时代教师社会地位内涵的基础上,构建教师社会地位测量的指标体系,并据此分析不同群体视角下教师社会地位的差异及来源。研究发现,教师对社会地位的自我认同普遍低于公众对教师的他者认同;不同群体视角下的教师社会地位存在区域差异;对教师社会声望的排名差异是两群体评价不一致的主要来源;公众高估教师的实际工资,进而高估教师工资的行业位次;教师和公众在感知教师职业受到的群体尊重上存在差异;公众认为教师职业对本地年轻人有较大吸引力,教师群体更愿意鼓励学生成为教师。据此从政府、媒体、家庭和学校多主体角度给出提升教师自我认同的建议。

Beyond a single perspective,it is valuable to study the social status of primary and secondary school teachers from the dual perspectives of teachers'self-identity and other-identity of the public.Based on the interpretation of the connotation of teachers'social status in the new era,the paper constructs an index system for measuring teachers'social status and analyzes the differences and sources of teachers'social status indices from different groups'perspectives accordingly.It is found that teachers'self-identification of social status is generally lower than the public's other identification of teachers;there are regional differences in teachers'social status from different groups'perspectives;differences in ranking teachers'social prestige are the main source of inconsistency between the two groups evaluations;the public overestimat teachers'actual salaries,and thus the industry ranking of teachers'salaries;there are differences in the group respect that teachers and the public perceive for the teaching profession;the public perceiv that the teaching profession is more attractive to local youth and that the teacher community is more willing to encourage students to become teachers.Based on this,it is recommended that the government,media,families,and schools work together in a multi-entity effort to enhance teachers'self-identity.