身份区隔与认同危机：乡村振兴背景下编外教师职业承诺研究

doi:10.16382/j.cnki.1000-5560.2022.06.003

摘要/Abstract

摘要：

本研究基于12省2196名编外教师的调查数据和36名编外教师的访谈，探讨了公办中小学编外教师的职业承诺问题。研究发现，我国编外教师职业承诺处于较低水平，且低水平职业承诺行为实质上是编外教师在日常工作中适应和应对不平等与认同危机的策略。编外教师通过身份区隔下的自我归类、他人对其身份的“不承认”而产生职业认同危机，进而做出逃离、妥协以及日常抗拒等低职业承诺表现。编外教师的低职业承诺表现主要受两种机制的影响：成本收益分析和付出—回报失衡。

关键词: 职业承诺, 公办中小学, 编外教师, 身份区隔, 认同危机

Abstract:

Based on the data collected from a survey of 2,196 non-staff teachers in 12 provinces and in-depth interviews with 36 non-staff teachers, this research systematically explored the professional commitment of non-staff teachers in public primary and secondary schools. The study finds that the professional commitment of non-staff teachers in my country is at a low level, and the low-level professional commitment behavior is essentially a strategy for non-staff teachers to adapt to and respond to inequality and identity crises in their daily work. Non-staff teachers have a professional identity crisis through the self-categorization of their identities and the “non-recognition” of their identities by others, and they tend to make low professional commitment such as escape, compromise, and daily resistance. The low professional commitment performance of non-staff teachers is mainly affected by two mechanisms: cost-benefit analysis and pay-return imbalance.

Key words: professional commitment, public primary and secondary schools, non-staff teachers, identity differentiation, identity crisis

李畇赟, 刘善槐, 谢爱磊. 身份区隔与认同危机：乡村振兴背景下编外教师职业承诺研究[J]. 华东师范大学学报(教育科学版), 2022, 40(6): 31-43.

Yunyun Li, Shanhuai Liu, Ailei Xie. Identity Separation and Identity Crisis: Research on the Professional Commitment of Non-staff Teachers under the Rural Revitalization Strategy[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(6): 31-43.

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