Abstract
To explore the impact of teacher training on the professional identity of primary and secondary school mental health teachers, this study conducted a half-month professional development training program to 54 primary and secondary school mental health teachers, and performed measurement on the professional identity of the teachers in the experimental group and the control group with “Teachers’ Professional Identity Questionnaire”. The result shows that after the training there is a significant improvement in the professional identity of the teachers in the experimental group, and the teachers’ scores on the four dimensions of profession identity: the sense of role, the professional behavioral tendency, the occupational values, and the sense of belonging, all increased significantly. This indicates that the curriculum intervention for the primary and secondary school mental health teachers could effectively improve the teachers’ professional identity.
Highlights
In academic world, there is not a common understanding of Teachers’ professional identity
The current studies on the professional identity of Chinese teachers mainly focus on theoretical discussion and analysis of the present situation, intervention study on teachers’ professional identify is rarely found, not mention intervention study that aimed at the professional identify of primary and secondary school mental health teachers
The subjects in the experimental group are 54 mental health teachers from the primary and secondary schools in Chongqing, and they all participated in the “National Training Program”1 of Chongqing; there are 26 primary school teachers and 28 secondary school teachers, where 16 of them are male teachers and 38 are female
Summary
There is not a common understanding of Teachers’ professional identity. The current studies on the professional identity of Chinese teachers mainly focus on theoretical discussion and analysis of the present situation, intervention study on teachers’ professional identify is rarely found, not mention intervention study that aimed at the professional identify of primary and secondary school mental health teachers. To further expand the studies on professional identity especially the nurturing studies on the professional identity of primary and secondary school mental health teachers, this study intend to examine the impact of occupational training courses on these teachers’ occupational values, sense of role, sense of belonging, and professional behavioral tendency, and explore the intervention effect of the courses on the teachers’ professional identity. The implementation of the “National Training Plan”, on the one hand is to improve the teachers’ professional skills, educational and researching attainment and other education skills, and on the other hand is to improve the teachers’ occupational psychology in order to enhance their identity in education, ease their feeling of job burnout, reduce their turnover intention, and improve their enthusiasm in education
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