乡村教师身份认同现状与提升对策研究

Research on the Status and the Promotion Countermeasures of Rural Teachers’ Self-Identity

摘要: 本文采用问卷调查法对湖南省两所乡村学校的125名乡村教师的身份认同现状进行了考察。研究发现，乡村教师的身份认同处于中等偏低水平，表现在乡村教师对自身社会地位及经济地位认可程度不高，工作满意度有待提升。研究结果说明乡村教师已存在一定程度的身份认同危机，乡村教师身份认同的重构与提升需要从政策制定、学校管理及教师自身三方面来开展。

Abstract: This study investigated the status of self-identity of 125 rural teachers from two rural schools in Hunan province through questionnaire. Results showed that the self-identity of rural teachers was at a low level. Specifically, rural teachers had low recognition rate of their social status and eco-nomic status and their job satisfaction needed to be improved. Results also showed that there was a certain degree of identity crisis in rural teachers. The reconstruction and promotion of rural teachers’ self-identity needs to be carried out in three aspects: policy formulation, rural school management and rural teachers themselves.