Abstract: This study investigated the status of self-identity of 125 rural teachers from two rural schools in Hunan province through questionnaire. Results showed that the self-identity of rural teachers was at a low level. Specifically, rural teachers had low recognition rate of their social status and eco-nomic status and their job satisfaction needed to be improved. Results also showed that there was a certain degree of identity crisis in rural teachers. The reconstruction and promotion of rural teachers’ self-identity needs to be carried o...
