我国小学男女教师比例一直存在严重失衡的现象。男教师的短缺，很大程度上限制了小学儿童个性的发展和性别角色的养成，也影响了小学教师整体团队的组成和小学教育事业的发展。已有研究表明，教师的职业认同与其专业发展和职业规划存在相关性，所以本研究试图通过研究小学男教师的职业认同来了解小学男教师的生存现状，倾听小学男教师的真实想法，并为完善我国小学男教师的选拨机制、培养方案和职业发展提供借鉴和参考。 本研究采用质性研究方法，从小学男教师本身入手，针对小学男教师对其自身职业的认识、职业认同的影响因素及职业认同的形成过程等问题进行了分析。根据扎根理论，经过逐级编码，小学男教师的职业认同体现为以下五个方面：从事教师的动机、对职业的认识、对自己的认识、工作适应、职业规划。本研究结论如下： （1）小学男教师视野里对他们的职业认识包括三个方面：小学男教师身份的“边缘化”；小学男教师专业性“弱化”；小学男教师性别的独特优势。 （2）小学男教师职业认同的影响因素体现在小学男教师职业认同构建过程中形成的四个类属，分别是：“从事教师的动机”（专业选择、择业动机）；“对职业的认识”（社会声望、工资待遇、职业理念及内容）；“对自己的认识”（个人性格、个性品质、个人胜任力）；“工作适应”（教学本身、与学生的相处、外界的评价、工作对个人的意义、工作氛围、男教师与女教师的差异）。 （3）小学男教师的职业认同主要是个人与“工作适应”中的主客观因素相互作用下建构的结果，是在“对自己的认识”和“对职业的认识”的基础之上，在“工作适应”中形成的。入职动机是职业认同的前提，在获得教师的身份以后，个体进行身份实践，通过身份的体验、反省以及参照他人评价两种途径实现个体对自己职业的认同，当小学男教师在工作适应中的身份体验面临危机时，会在认知、态度和行为上进行调整或重新建构意义，来延续或者否定自己原有的职业认同。由此可见，小学男教师职业认同的建构是一个从“身份想象”到“身份体验”再到“身份认同与危机”再到“身份的延续或消退”的发展路径。

The proportion of male and female teacher’s in primary schools in China has always been a serious imbalance. The vacancy of male teachers largely limits the development of primary school children's personality and the development of gender roles. It also affects the composition of primary teachers and the development of primary education.Studies have shown that teachers’ professional identity is related to their professional development and career planning. Therefore, this study attempts to understand the survival status of primary male teachers by studying the professional identity of primary school male teachers, and to listen to the real ideas of primary school male teachers. We will provide reference and reference for improving the selection mechanism, training programs and career development of primary male teachers in China. This study adopts a qualitative research method, starting from the elementary school male teacher themself, trying to find out how the elementary school male teacher becomes a primary school teacher, how they think about their own profession, and what kind of process they experience.Through the interview of 12 male primary school teachers in baoding city, this study systematically analyzed the professional identity of male primary school teachers. According to the rooted theory, through the step by step coding, the professional identity of primary school male teachers is reflected in the following five aspects: motivation to engage in teachers, awareness of the profession, awareness of oneself, adaptation to work, and career planning. The study concludes that: First, The professional identity in the vision of primary school male teachers includes three aspects: The "marginalization" of the status of primary school male teachers; Primary school male teachers' professional "weak"; The unique advantages of the gender of male primary teachers. Second, the study found that primary school male teachers’ understanding of “self” and “recognition of career” are important factors in constructing professional identity. Individuals’ understanding of their own personality, quality, and ability and their social reputation with respect to their careers. The recognition of salary and career ideas is the basis and foundation for the construction of individual professional identity. Third, the professional identity of primary school male teachers is dynamic and developmental rather than stable and fixed. From the point of view of career development, the process of constructing professional identity is formed through the adaptation of various aspects of the work. It can be reflected in seven core themes: teaching itself, working mentality, work stress, difficulty in handling, importance of subject, and job evaluation. There is a direct relationship between job satisfaction and whether it meets the individual needs of elementary school male teachers. In reference to Maslow's hierarchy of needs theory, primary school male teachers are the process of forming and satisfying their five needs in the “adaptation of work”. For the five needs of physiology, safety, socialization, respect, and self-realization, each person's attention is not the same. Whether primary school teachers can meet the needs of male teachers and determine whether they will stick to or leave; and when primary school male teachers When there is a need to be valued or difficult to choose between multiple needs, then any kind of satisfaction or unmet need will affect their career planning.