Research on the Influence Mechanism of Teachers' Professional Identity in Northwest Chinese Private Colleges

Abstract

Research in higher education has concentrated on several areas, including the values and collective identities of academic faculty, their role in higher education governance, faculty norms and socialization processes, and the impact of change in higher education on academic positions. While many authors advocate the research methodology that should be used in such investigations, few question how academics come to possess the constructs and ideas that inform their professional identity. Discipline-based cultures are the primary source of faculty members’ identity and expertise. They include assumptions about what is to be known and how tasks should be performed, standards for effective performance, a sense of belonging, professional interaction, and social and political status. The three research objectives are; to explore the structural dimension of teachers’ professional identity in Chinese private colleges, to compile a professional identity scale suitable for private college teachers, and to construct an integrated model of the influence effect of college teacher professional identity.