PSYCH  Vol.4 No.11 , November 2013
The Relationship between Consciousness of Professional Role and Work Autonomy of Rural Teachers from Sichuan Province
ABSTRACT

The paper has discussed the characteristics of consciousness of professional role of rural teachers and the relationship between consciousness of professional role and work autonomy. By randomly sampling, a survey is conducted among 265 primary and secondary school teachers from Sichuan province. It is found that the whole consciousness of professional role of rural teachers from Sichuan province is above average; the role consciousness of their collaborators and facilitators is the highest; the role consciousness of their social and economic status is the lowest. From the characteristics of different groups of teachers, there is no difference in gender, teaching age and education background, but there are significant differences between teachers of urban and rural areas, backbone teachers and nonbackbone teachers, teachers in key middle schools and non-key middle schools, and among teachers who teach Chinese, mathematics, foreign languages, Politics, History, Chemistry, Biology, Geography and teachers in primary and middle schools. Consciousness of professional role of teachers is significantly related to work autonomy. That is to say, consciousness of professional role of teachers can positively or negatively predict work autonomy.


Cite this paper
Zhou, T. , Chen, J. & Luo, L. (2013). The Relationship between Consciousness of Professional Role and Work Autonomy of Rural Teachers from Sichuan Province. Psychology, 4, 864-869. doi: 10.4236/psych.2013.411124.
References
[1]   Ding, S. S., & Zhang, X. S. (1992). Social role theory. Shanghai Academy of Social Sciences Press, 60-65.

[2]   Feng, L. P. (2006). A study on the stability of professional role consciousness of the young and middle adulthood teacher in university. Central South University Master Degree Thesis, 15-16.

[3]   Liang, Y. H., & Pang, L. J. (2005). The concerning teachers’ role consciousness: The connotation, structure and value. Journal of Education Science (China), 21, 39-42.

[4]   Jiang, P. (2008). Research on the role awareness of beginning teachers in primary school. Liaoning Normal University Master Degree Thesis, 11-12.

[5]   Fang, K. K., & Ding, X. H. (2007). Education job autonomy and job satisfaction. Tsinghua Journal of Education, 28, 40-47.

[6]   Menlo Hackman, J. R., & Oldham, G. R. (1980). Work redesign, Menlo Park A: Addison-Wesley, 128-136.

[7]   Yao, J. H., & Shen, J. L. (2010). Construction and revision of teaching intrinsic autonomy questionnaire for primary and middle school teachers. Journal of Psychological Development and Education (China), 3, 302-307.

[8]   Yang, B., Xia, L. X., & Huang, X. T. (2009). The development of teacher work autonomy scale in China. Journal of Southwest University (Social Sciences Edition), 35, 17-20.

[9]   Wu, L. K. (2009). Why do teachers alienate new curriculum reform, Journal of Research in Educational Development, 4, 47-50.

[10]   Zhang, P., & Ye, Z. M. (2010). The bottom view: the new curriculum reform of rural teachers. Journal of Education Research Monthly (China), 7, 53-56.

[11]   Xie, L. P. (2010). The recognition of define of the back-bone teachers. Journal of the New Curriculum Teaching Research Version, 18, 84-85.

[12]   Shen, Z. F. (2005). A research on the professional role-identity of Shanghai primary and middle school teachers. Journal of Psychological Science, 28, 723-726.

 
 
Top