The Current Situation and Training Countermeasures of Chinese Rural Teachers’ Professional Identity in the Context of “Double Reduction”

Abstract

This research sought to investigate Chinese rural teachers’ professional identity in the context of “double reduction”, analyze deficiencies and causes, and explore reasonable training countermeasures to enhance rural teachers’ professional identity in order to contribute to promote rural education. A sample of 306 Chinese rural teachers voluntarily participated in this study. To explore the the status quo, questionnaire survey and interview were used. Results revealed that the overall level of professional identity of rural teachers in Chinese primary and secondary schools was relatively high. In addition, it was important to notice that the level of role values is the lowest among the four factors. Besides, research showed that teacher professional identity was related to a number of individual factors, including gender, length of teaching experience, and subject taught, and the double reduction policy brought rural teachers work and psychological pressure. Therefore, we can take some measures to deal with it.