高校教师职业认同感的影响因素及提升策略

中图分类号：G451 文献标识码：A DOI：10.16400/j.cnki.kjdk.2026.1.032

The Influencing Factors and Improvement Strategies of Teacher's Professional Identity in Colleges and Universities

WANG Anqi

（Tian Jiabing College of Education， China Three Gorges University， Yichang， Hubei ）

AbstractTheprofessional identityofuniversityteachers includesmultidimensionalcomponents，and itsessencecanbe defined fromtheaspectsofprofesionalcognition，emotionalbelonging，andbehavioralcommitment.Ithascorevalue for the personal development of teachers，the improvement ofthequalityof higher education，and the progressof higher education.The current sense of professional identityamonguniversity teachers is facing multiple practical obstacles，and there isalogicalcorrelationbetweenthesolidificationofgrowth pathsand thelaggingrealizationofvalues in thedimension ofcareerdevelopment; Interms oforganizationalsupport，the imbalanceofguarantemechanismsand thelackofhumanistic careconstitutethe interal crux; Inthe dimension ofsocial identity， thedeviation ofevaluationsystemandthe weakening of professionalreputationbecome deep-seated causes.Inresponse tothe above issues，thearticleconstructs apath to enhance the professional identityof university teachers byempowering careerdevelopment，breaking down path barres and anchoring value coordinates， optimizing organizational ecology and improving the guarantee system， cultivating a caring atmosphere，reshaping socialcognition， correcting evaluation orientation，and strengthening value recognition.

Keywordsuniversity teachers; professonal identity; career development blockage; organizational support imbalance; social cognitive bias

高等教育作为国家人才培养与科技创新的“核心引擎”，其高质量发展始终依赖于高校教师群体的专业投入与职业坚守[1]。（剩余4015字）