Rural Novice English Teachers’ Identity

Abstract

The current problem of teacher attrition among young rural teachers is relatively common in China. The identity status of rural novice teachers reflects their job satisfaction. The results of this study can provide help in solving the problem of rural novice teachers' attrition. The study focuses on the level of identity of the new generation of rural novice English teachers and its influencing factors. The theoretical basis of this study is socio-cultural theory. It focuses on the influence of the environment on people, and Xunyang’s English teacher identity questionnaire was used to investigate the identity status of rural novice teachers.The questionnaire's subjects are 0-6 years of rural novice English teachers, 339 people participated in this study. The questionnaire mainly investigated the identity status of rural novice English teachers from eight aspects. It was found that the identity level of rural English teachers was moderate to high, which was influenced by the growth background, teaching experience and job title. The identity level of novice teachers with rural life experience is higher, and the teaching years and job title have a positive influence on the identity level. Finally, the correlations among the eight factors affecting identity were analyzed by regression analysis.