THE FORMATION AND DILEMMAS OF PROFESSIONAL IDENTITY AMONG NON-TENURED TEACHERS AND THEIR IMPACT ON TEAM COLLABORATION: PRIMARY AND SECONDARY SCHOOL TEACHERS IN WUHUA DISTRICT, KUNMING, CHINA

Abstract

Non-tenured teachers have become an important part of the primary and secondary school teaching team in Wuhua District, Kunming, undertaking the important task of basic education teaching. However, affected by institutional factors, social cognition and school management, the formation of their professional identity faces multiple dilemmas, which further affects the effectiveness of school team collaboration. This study takes non-tenured teachers in primary and secondary schools in Wuhua District, Kunming as the research object, uses a mixed research method combining questionnaire survey and semi-structured interview, explores the formation path and main dilemmas of their professional identity, and analyzes the specific impact of the lack of professional identity on team collaboration behavior, communication efficiency and collaborative innovation. The research finds that the professional identity of non-tenured teachers in the research area is at a medium-low level, and the identity dilemmas such as institutional identity gap, professional value recognition deficiency and occupational security anxiety are prominent, which lead to the problems of low participation in team collaboration, insufficient deep communication and lack of collaborative initiative. Based on the research results, this paper puts forward targeted countermeasures from the aspects of perfecting the institutional guarantee system, optimizing the school management mechanism and strengthening the self-construction of teachers, so as to improve the professional identity of non-tenured teachers and promote the high-quality development of school team collaboration.