小学教育公费定向师范毕业生教师职业认同研究——以惠州学院毕业生为例

A Study on the Professional Identity of Public-Funded Targeted Normal Graduates in Primary Education—A Case Study of Huizhou University

摘要: 采用问卷调查与半结构化访谈相结合的方法，以广东省惠州学院149名小学教育公费定向师范毕业生为研究对象，对其教师职业认同水平及影响因素进行实证研究。调查发现：该群体职业认同总均值为3.54 (满分5分)，处于中等水平，其中职业情感维度得分最低；户口所在地、所在小学等级、是否独生子女及每天平均工作时长对职业认同存在显著影响；职业发展、生源素质、职业福利等与职业认同呈显著正相关，职业发展受限与城乡教育资源失衡是制约认同提升的核心矛盾。基于社会认同与需要层次等理论视角，从四个层面提出优化建议：政策层面应完善动态薪酬调整机制与职称评审体系，构建城乡教师流动机制；社会层面需强化尊师重教宣传与家校协同支持；院校层面应增设乡土课程并建立职业发展追踪系统；教师个体需增强职业价值观与压力调节能力。

Abstract: A questionnaire survey and semi-structured interviews were conducted with 149 public-funded targeted normal graduates in primary education from Huizhou University, Guangdong Province, drawing upon theoretical perspectives including social identity and hierarchy of needs, to examine their professional identity. The findings reveal that the overall level of professional identity is medium (M = 3.54), with the lowest score in professional emotion. Demographic variables such as house-hold registration, primary school level, only-child status, and daily average working hours show significant differences. Factors including career development, student quality, and professional welfare are significantly positively correlated with professional identity, with limited career development and urban-rural resource imbalance as core constraints. Accordingly, optimization suggestions are proposed from four levels: at the policy level, improving dynamic salary adjustment mechanisms, title evaluation systems, and urban-rural teacher mobility mechanisms; at the social level, strengthening public respect for teachers and home-school collaboration; at the institutional level, developing local curricula and career development tracking systems; and at the individual level, enhancing professional values and stress regulation abilities.