The Status Quo and Analysis of English Teacher Identity in Rural Primary Schools

Abstract

The identity of a rural teacher refers to the individual teacher’s perception and recognition of their teaching role in different contexts. This study focuses on English teachers in rural elementary schools, using a questionnaire to explore the current status quo of their identity from four aspects: environmental, professional, social and personal identity. Also, the study uncovers identity crisis and propose solutions. The results show that the level of identity among rural English teachers is relatively low. Specifically, they lack a sense of belonging to the rural environment, a large education gap that negatively affects their professional identity, and a personal identity crisis primarily manifested in the mismatch between work input and teaching satisfaction. Additionally, the level of their social identity is also low. This study recommends adjustments from three respects: society, school, and teachers, in order to enhance the identity of rural English teachers and promote the construction of a high-quality rural teaching team.