The Teacher’ Professional Identity Situation of Male and Female Students in Teaching Profession

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1、The Teacher Professional Identity Situation of Male and Female Students in Teaching ProfessionA Survey Based on The North West Normal UniversityOlivia Section A7Abstract: Teachers professional identity is one of the most important psychological qualities regarding taking up teaching profession,the p

2、rofessional identity of male and female students in teaching profession is investigated in this paper which chooses North West Normal University as a sample. According tothe result of questionnaire survey, the difference of professional identity between male and female students are not significant b

3、ut do exist,and the reason for such situation will be analyzed in this paper.Key Words: Professional identity male and female students PISNS1.IntroductionProfessional identity is the consistency of personal views and attitude regarding professional goals, social values and expectation and evaluation

4、 of society for such occupations. The main duty of teachers is to educate and cultivate students, their professional identity is the primarily premise of good professional ethics quality. The stronger feeling of professional identity is, the better job satisfaction of the teachers will be, subsequen

5、tly, they will devote more energy to their job, a pleasant mood as well as confidence will make them fall in love with their jobs and get rid of pressures as well. The students in teaching profession are potential teachers, the extent of their professional identity exerts an considerable and direct

6、influence on their academic performance and psychological health, what is more, it also has a indirect impact on their intention of leaving their jobs and the methods of educating children or teenagers. Female students are definitely distinct with male students in characteristics. The investigations

7、 from Zhang fenzhi1, Wu xuzhao2 and Rao wei3both transparently indicated that the degree of female students professional identity is higher than that of male students. Their researches respectively focused on the students from He Nan, Si Chuan and Jiang Xi provinces. To present the distinction betwe

8、en male and female students in professional identity, the survey in this paper is based on the students from North West Normal University which is the most eminent normal class university with the relatively high quality of education and a large quantity of students in Gan Su province. 2.MethodFirst

9、 of all, literature review. By consulting and reviewing many documents in the pertinent filed, a clear knowledge of the status of professional identity was got, then the definitions and dimensions of current research was evaluated and the background of Gan Su province was probed into at the same tim

10、e.Second, questionnaire survey. With undertaking the questionnaire for students in teaching profession about professional identity, and with regard to the situation of North West Normal University, Professional Identification Scale for Normal Students4 (PISNS) was used in this paper. Including 12 it

11、ems, the PISNS chooses the 5-point scale as a metric to estimate four different dimensions that are Career Aspiration &Expectation, Career Desire, Professional Values and Professional Effectiveness. As the score is from 1 to 5, the degree of professional identity ranges from low to high, except for

12、the 12th item which is just in contrast to any other items.Third, statistic analyses. After the questionnaire survey, two groups of data from male and female students were collected to be organized, identified, summarized and classified. To make the data explicit and verifiable, SPSS was chosen to d

13、escribe the statistic. 3.ResultThis survey object are the undergraduate from grade 1 to grade 4, and all students come from the major of Chinese language and literature, Ideological and political education, Chemistry, Mathematics and applied mathematics, computer science and technology were selected

14、 randomly as a sample. There were 192 questionnaires sent out on line, and 175 of which were taken back. Whereas, 163 questionnaires were proved to be valid, thus the ratio of validity came to 93%, and there were 89 male students and 74 female students included in. The tables of statistic results ar

15、e as follows:Table 1GENDER MALEFEMALE89(54.6%)74(45.4%)Table 2 DIMENSION TOTALITEMCAREER ASPIRATION&EXPETATIONCAREER DESIREPROFESSIONAL VALUESPROFESSIONAL EFFECTIVENESSPROFESSIONALIDENTITYMEAN12.188.339.3310.9140.77TITLE333312MEAN/TITLE4.062.783.113.643.40Table 3DIMENSIONGENDERAMOUNTMSDtpTOTAL SCORE

16、SMALE8939.586.45-2.582.722FEMALE7442.196.37CAREER ASPIRATION&EXPETATIONMALE8911.812.38-2.435.370FEMALE7412.722.35CAREER DESIREMALE898.102.46-1.144.380FEMALE748.552.58PROFESSIONAL VALUESMALE898.852.26-3.003.208FEMALE749.882.05PROFESSIONAL EFFECTIVENESSMALE8910.822.30-.612.553FEMALE7411.042.27As is sh

17、own above, there are the number of distribution between male and female in table 1, the descriptive statistic of the whole sample in table 2, and the independent sample t-test of different gender in table 2. It can be seen that there are no significant differences between male and female students, n

18、evertheless, female students scores are higher than male students scores in different dimensions. Due to the 5-point scale, 3 is regarded as the reference value. So what is obvious is thatthe scores in Career Desire and Professional Values of male student is lower than 3, while female students get h

19、igher scores than 3 except for Career Desire.4.DiscussionTotally speaking, no remarkable gap of scores between male and female students, and the degree of professional identity from overall sample manifests that all the students have a strong feeling of professional identity. But in term of the dist

20、inguish between male and female students, there are different aspects that counts in this issue.First, in traditional beliefs, what Chinese people maintain is that female are more suitable for teachers in both primary school and middle school, and so as is in substance, which probably has a implicit

21、 influence on undergraduates. Second, compared with male, female do have the advantage over male in patience, lenience, thorough mind and exquisite expressions. So it is obvious that character is also one of the notable facts which accounts for femalesstronger willing to be a teacher. Third, when it

22、 comes to sexist, as a matter of fact, considering the absolute reality , a female would be faced with more challenges and less choices to get a job. Conversely , it might be easier, to some extent, for females in teaching profession to get a job than male. Finally, because Chinese education system

23、is based on the public education not private education, and the school is supported by the government, so teaching is lifelong job not a temporary one. For a large number of females, they tend to pursue for more stable works and salaries, thus the job of teaching is fit for them exactly. But for fem

24、ales, stability is not the fact which count most, they may want more challenges and fatter salaries, even though the work is high-risk, the high-yield make them think it is worthy to strive for. Whats more, teaching major may not be the first choice they wanted to choose, because it is depends on th

25、e Chinese Entrance Examination, besides, normal students do not need to afford any tuition fees and other expenses for the whole four years in China, which appeals increasingly poor male students to choose.AppendixProfessional identity of students in teaching profession questionnaireDear alumni and

26、alumnae:Thanks for your time to this questionnaire about professional identity. This survey is anonymous, and the results of it is also not promulgated, which is just utilized as a research. Your answers are very important to the research, please choose the very options which are in accordance with

27、your actual.Please tick “” for the right options to you:Gender: Male FemaleProfession: Natural Science Social ScienceGrade: (Freshman)(Sophomore)(Junior) (Senior)1. I think normal students are respectable.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully complia

28、nce2. I will choose to be a teacher even if i have another choice upon graduation.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance3. I am able to be a qualified teacher.Fully not compliance Mostly not compliance Basically compliance Mostly compliance

29、 Fully compliance4. I will devote myself to teaching in my whole life.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance5. I think I can be a excellent teacher.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully comp

30、liance6. I hope to foster the proper spiritual values of students .Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance7. I want to communicate with older teachers.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully co

31、mpliance8. I think teachers have a higher socioeconomic status.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance9. I can grasp the teaching skills.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance10. I

32、think the teaching work can be valued by others.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance11. I have a stronger will to communicate with students.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully compliance

33、12. I am likely to choose another job after being a teacher for a long time.Fully not compliance Mostly not compliance Basically compliance Mostly compliance Fully complianceThanks for your kind collaborationWish you have a good timeAcknowledgmentsSpecial thanks are due to Doctor Romney for scholarl

34、y teaching about research paper. The author also thanks Zhang wenqi for assistance with figures. And I appreciate the support and efforts of Wang xiaoying for assistance with data collection, as well. Finally, I am grateful to all the volunteers from my Alma Mater (North West Normal University) , wh

35、o have spared their precious time to accomplish this questionnaire.Reference1.张芬只,郑高洁.河南省师范生职业认同感调查研究J.中天学刊,2007,22(3):127-130.Zhang fenzhi and Zheng gaojie, “The Investigation of Normal students from He Nan Province,” Journal of Zhong Tian, 2007, 22(3):127-130.2.武旭召,孙卫,杜田.师范生教师职业认同感调查研究J.北京教育学院学报(自

36、然科学版),2010,(3).Wu xuzhao, Sun wei and Du tian, “The Investigation of Teachers Professional Identity of Normal students,” Journal of Beijing Institute of education, 2010, (3).3.饶薇.师范生职业认同影响因素探析以江西省3所示范院校为例J.南昌高专学报,2010,(02).Rao wei, “Analysis of The Effective Factors of Normal Students Professional I

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38、(8).Tan li and Wang xingqiang, “The Research on Developmental Traits of The Professional Identity of the Normal Students from The West,” Age of Education, 2011, (8)6.王鑫强,张大均,曾丽红.师范生职业认同感的效能价值双维核心模型的构建J.心理发展与教育,2011,(6).Wang xinqiang, Zhang dajun and Zeng lihong, “Efficiency of Normal Students Profes

39、sional IdentityThe Constructure of The Value of Two Dimension,” Development of Psychology and Education, 2011, (6).7.曾丽红.免费师范生职业认同现状调查与对策建议D.西南大学硕士学位论文,2010Zeng lihong, “Research and Suggestions on the Status of Normal Students Professional Identity Without Affrod” (Pedagogy Master diss., Southwest University, 2010).8.魏淑华教师职业认同研究D.西南大学博士学位论文,2008.Wei shuhua, “Research on Teachers Professional Identity” (Pedgagogy Dr. Diss., Southwest University, 2008).