Journal of East China Normal University(Educational Sciences) ›› 2022, Vol. 40 ›› Issue (6): 31-43.doi: 10.16382/j.cnki.1000-5560.2022.06.003

Previous Articles     Next Articles

Identity Separation and Identity Crisis: Research on the Professional Commitment of Non-staff Teachers under the Rural Revitalization Strategy

Yunyun Li1, Shanhuai Liu1, Ailei Xie2   

  1. 1. China Institute of Rural Education Development, Northeast Normal University, Changchun 130024, China
    2. Bay Area Education Policy Institute for Social Development, Guangzhou University, Guangzhou 510006, China
  • Accepted:2022-03-02 Online:2022-06-01 Published:2022-05-31

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