初中教师个人背景因素对其职业认同之影响 ——基于对长沙城区8 所中学的调查

The Influence of Junior High School Teacher’s Personal Factors on Their Professional Identity: Based on the Survey of 8 Middle Schools in the City of Changsha

研究通过问卷调查，对长沙市城区不同年龄、性别、学历、职称、教龄的初中教师的职业认同状况从职业价值观、角色价值观、职业归属感及职业行为倾向4个构成因子进行了考察。结果表明：长沙市城区初中教师的职业认同水平较高，其中，职业价值观水平最高，角色价值观水平最低；从背景因素看，不同年龄教师的职业认同及角色价值观差异显著，不同性别教师的角色价值观差异显著，不同职称教师的职业认同及职业价值观、角色价值观及职业归属感差异显著，不同教龄教师的职业认同及职业价值观、角色价值观差异显著；不同学历的教师在职业认同总体及其4个构成因子上均不存在显著差异。

The study by questionnaires， which include six background factors， such as age，gender，academic qualification，professional job title，teaching age，monthly income level and four form factors， such as the professional value， character value， professional belonging， professional behavior tendency， investigates the situations of professional identity of junior high school teachers in the city of Changsha in Hunan province. The results show: the junior high school teachers’ professional identity is high in the area， and the professional value is the highest， the character value is the lowest; in different personal factors， teachers with different ages are significantly different in professional identity and professional value， teachers with different genders are significantly different in character value， teachers with different professional job titles are significantly different in professional identity and professional value， character value， professional belonging; teachers with different teaching ages are significantly different in professional identity and professional value， character value. Besides， teachers with different academic qualifications and monthly income levels haven’t found obvious difference in professional identity and its four form factors.