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贫困地区乡村中小学教师职业认同的影响因素及提升策略

The Influencing Factors and Improvement Strategies of Professional Identity of Rural Primary and Secondary School Teachers in Poverty-Stricken Areas

Education Study / 2024,6(4): 1051-1058 / 2024-08-14 180 299

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• Authors: 段碧花     
• Information:

  怀化学院武陵山片区基础教育研究中心，怀化学院教育科学学院，怀化

• Keywords: Rural; Primary and secondary school teachers; Professional identity; Personal perceptual factors 乡村；中小学教师；职业认同；个人感知因素
• Abstract: This study investigated and analyzed the Rural primary and secondary school teachers’ subjective perceptions of salary income, school environment, colleague relationships, family support, and teachers’ social status on their professional identity. Among them, perceived salary income, perceived humanistic environment of the school, perceived colleague relationships, perceived family support, and perceived current social status of teachers have a significant impact on professional identity. Regression analysis shows that each subjective factor variable can explain 37.1% of the variation in professional identity. Therefore, measures such as improving the social status and treatment of teachers, creating a positive working and humanistic environment, strengthening home school cooperation and community support can help enhance teachers’ professional identity and work enthusiasm. 本研究通过调查分析了乡村中小学教师的工资收入、学校环境、同事关系、家人支持以及教师社会地位的主观感知对其职业认同产生的影响。其中，工资收入感知、学校的人文环境感知、同事关系感知、家人支持感知以及对当前教师社会地位的感知对职业认同有显著影响。回归分析显示，各主观因素变量可以解释职业认同37.1%的变异。因此，提高教师社会地位和待遇、营造积极向上的工作环境和人文环境、加强家校合作和社区支持等措施有助于提升教师的职业认同和工作积极性。
• DOI: https://doi.org/10.35534/es.0604139
• Cite: 段碧花．贫困地区乡村中小学教师职业认同的影响因素及提升策略［J］．教育研讨，2024，6（4）：1051-1058．