Status Quo of the Professional Identity of Teachers: A Quantitative Study of College EFL Teachers in China

Abstract

The professional identity of teachers has been a recurring subject of research in recent years with most of the studies being theoretical or qualitative. However, there is still a lack in the number of quantitative studies done on the professional identity of teachers using a measured scale or inventory. Aiming to find out the status quo of the professional identity of college EFL teachers in the context of college English teaching reform, this study attempts to establish and validate a measure of the professional identity of teachers’ questionnaire. With good validity and reliability, the questionnaire consists of five constructs: occupational behavior tendency, value identity, English teaching reform, self-efficacy and job satisfaction. The findings of this study indicate that college EFL teachers have a relatively high level of professional identity with the constituting constructs of the professional identity of college teachers having scored from high to low as follows: English teaching reform, professional behavior tendency, job satisfaction, self-efficacy and value identity. Moreover, there is no significant difference in the professional identity level of college EFL teachers concerning gender. Finally, the implications of exploring the professional identity of teachers are also discussed.