Paper short abstract:

the research questions in this study start from the perspective of teachers' emotions, explore the personal emotional factors that influence teachers' professional identity and give some suggestions, mainly by way of documenting, interviewing and case study.

Paper long abstract:

Since the 21st century, issues of teacher professional development have attracted intensive attention in China. Teacher professional identity greatly affects the teacher's teaching, attitudes, commitment and career development. Education reform is always closely related to the quality of teachers. The establishment of teachers' professional identity refers to both a process and a state.

Although the importance of teachers' emotions has been discussed in mainland China in recent years, the analysis of teachers' professional identity and the countermeasures and suggestions based on the teacher's emotional perspective lacks explanatory basis and detailed implementation efficiency. Therefore, the research questions in this study will start from the perspective of teachers' emotions, from three dimensions : the middle school teachers' peer atmosphere, the teacher's symbolic capital and the school organization culture, exploring the personal emotional factors that teachers have produced in teaching practice, and which dimension these factors belong to, mainly by way of documenting, interviewing and case study. through the emotional self-report of the teacher, this study sorts out the emotional dilemma and emotional needs of the teachers. According to the research results, suggestions should be made on how to guide teachers' negative emotions, and enhance teachers' professional identity by cultivating teachers' positive emotions, and support teachers to be more effective and teach and learn more happily.