Research on the Current Status of Vocational Identity among Elementary School All-Subject Teachers in Rural Areas

Research is conducted by referring to Wang Xinqiang et al.'s Teacher Vocational Identity Scale for Normal University Students. A self-designed questionnaire is used to investigate the vocational identity of 295 college students at Chongqing Second Normal University towards elementary school all-subject teachers in rural areas. The results show that local normal university students have a higher degree of vocational identity towards elementary school all-subject teachers. Among the six factors investigated, gender, academic background (science or humanities), and having a teacher's family background showed no significant differences. However, there were significant differences between normal and non-normal university students, as well as between students from urban and rural areas. The vocational identity towards elementary school all-subject teachers declined in the following order of grades: junior year, freshman year, senior year, and sophomore year. Enhancing the vocational identity of elementary school all-subject teachers in rural areas requires the organic combination of social, school, and individual dimensions. Pre-service teacher education should focus on abilities and practical orientation, establish a guarantee system, and strengthen emotional education related to rural areas.