| Abstract in Chinese | 第3-4页 |
| Abstract | 第4-5页 |
| Abbreviations | 第10-11页 |
| Chapter 1 Introduction | 第11-15页 |
| 1.1 Research Background | 第11-12页 |
| 1.2 Purpose and Significance of the Research | 第12-13页 |
| 1.3 Layout of the Thesis | 第13-15页 |
| Chapter 2 Literature Review | 第15-28页 |
| 2.1 Relevant Definitions | 第15-19页 |
| 2.1.1 Definition of Self-identity | 第15-16页 |
| 2.1.2 Definition of Professional Identity | 第16-17页 |
| 2.1.3 Definition of Teachers' Professional Identity | 第17-18页 |
| 2.1.4 Classifications of Teachers' Professional Identity | 第18-19页 |
| 2.2 Theoretical Foundation of the Present Study | 第19-20页 |
| 2.2.1 Maslow's Hierarchy of Needs | 第19页 |
| 2.2.2 Motivation System Theory | 第19-20页 |
| 2.2.3 Attribution Theory | 第20页 |
| 2.3 Brief Review of Researches on the Teachers' Professional Identity | 第20-27页 |
| 2.3.1 Relevant Studies of the Teachers' Professional Identity at Home andAbroad | 第21-24页 |
| 2.3.2 Relevant Studies of the English Teachers' Professional Identity | 第24-25页 |
| 2.3.3 Relevant Studies of Middle School English Teachers' ProfessionalIdentity | 第25-27页 |
| 2.4 Insufficiency of Previous Researches | 第27-28页 |
| Chapter 3 Research Design | 第28-35页 |
| 3.1 Research Questions | 第28页 |
| 3.2 Research Subjects | 第28-29页 |
| 3.3 Research Instruments | 第29-31页 |
| 3.3.1 Questionnaire | 第29-30页 |
| 3.3.2 Interview | 第30-31页 |
| 3.4 Data Collection and Analysis | 第31-35页 |
| 3.4.1 Data Collection of the Questionnaire and the Subjects' Information | 第31-33页 |
| 3.4.2 Data Analysis | 第33-35页 |
| Chapter 4 Results and Discussion | 第35-53页 |
| 4.1 Overall Description | 第35-37页 |
| 4.2 Overall Description Comparison | 第37-44页 |
| 4.2.1 Gender Differences | 第37-38页 |
| 4.2.2 Differences in Years of Teaching | 第38-40页 |
| 4.2.3 Differences in Terms of Professional Titles | 第40-42页 |
| 4.2.4 Differences in Terms of Position | 第42-43页 |
| 4.2.5 Monthly Income Differences | 第43-44页 |
| 4.3 Factor Influencing English Teachers' Professional Identity | 第44-53页 |
| 4.3.1 Individual Factors | 第45-48页 |
| 4.3.2 Educational Administration Factors | 第48-51页 |
| 4.3.3 Social Factors | 第51-53页 |
| Chapter 5 Major Findings and Implications | 第53-58页 |
| 5.1 Major Findings | 第53-54页 |
| 5.2 Implications | 第54-58页 |
| 5.2.1 Implications for English Teachers | 第54-56页 |
| 5.2.1.1 Enhancing the Motivation of Teaching | 第54-55页 |
| 5.2.1.2 Keeping Lifelong Learning Theory | 第55-56页 |
| 5.2.2 Implications for Administrative Departments | 第56-57页 |
| 5.2.2.1 Strengthening Physical Treatment to Teachers | 第56-57页 |
| 5.2.2.2 Caring About Teachers' Psychological Development | 第57页 |
| 5.2.3 Implications for Society Improving Recognition and Respect forTeachers | 第57-58页 |
| Chapter 6 Conclusion | 第58-61页 |
| 6.1 Summary | 第58-59页 |
| 6.2 Limitations | 第59页 |
| 6.3 Suggestions for Future Researches | 第59-61页 |
| Bibliography | 第61-66页 |
| Appendixes | 第66-69页 |
| Appendix A | 第66-68页 |
| Appendix B | 第68-69页 |
| Acknowledgements | 第69-70页 |
