改革开放以来，中职教育为我国的经济建设输送了数以亿计的技术人才和高质量劳动力，而中职教师作为中职教育的中坚力量，更为中职人才的培养倾注了无数心血。随着我国在经济发展中的转型升级，高等教育向大众化发展，中职教育的发展空间被挤压并且面临许多质疑和偏见，中职教师个人的心态也随着产生波动和偏差。中职教育的发展困境，使中职教师对自身职业身份产生了质疑；而中职教师长期以往经受的负面声音和评价，也不利于教师效能感的提高。本研究在对中职教师身份认同和教师效能感相关资料整理的基础上，采用混合研究的方法，以中职教师为主题，对中职教师身份认同的现状、教师效能感的现状、身份认同的影响因素做出分析，并探讨两者之间的关系。本研究得出以下结论：

1、中职教师身份认同水平总体较高，三个维度均高于平均水平，得分从高到低依次是自我认同维度、群体认同维度，最后是他人认同维度。中职教师身份认同在性别、学历、任教科目、工资水平、职务以及就职院校上不存在显著的差异，在教龄、婚姻状况、教师身份上存在显著的差异。

2、中职教师效能感得分总体较高，两个维度得分均高于平均水平，个人教学效能感维度得分高于一般教育效能感维度。中职教师效能感在性别、学历、任教科目、工资水平、职务上不存在显著性差异；在教龄、职称、婚姻状况、教师身份、就职院校上存在显著性差异。

3、中职教师身份认同水平与教师效能感呈显著正相关关系。

4、中职教师身份认同对教师效能感的影响是正向的，并对教师效能感存在一定的正向预测作用。

5、中职教师身份认同现状来源于个体的态度和外界反馈；中职教师效能感现状表现为一般教育效能感较低，而个人教学效能感较高。

6、中职教师身份认同的影响因素分为教师个人、工作内外部环境、教学对象、中职发展背景与前景。

根据研究结果，本研究从不同角度出发对教师身份认同和教师效能感的提高提出了建议和对策。中职教育作为我国高中阶段教育必不可少的一部分，国家应该推动政策落实并具体化，加强“职”、“高”并重宣传工作，推动中职教育的高质量发展；基层教育部门应该将相关政策落实到位，发挥模范学校的带头作用。中职教育在总体上得到发展，那么中职教师队伍的建设工作也能随之加强开展。在身份认同方面，教师要摆正职业心态，构建自我认同，明确自身的教育职责；学校应提升学校质量，提高生源质量和学校声誉，培养教师队伍稳定性。在教师效能感方面，教师应提升自我专业能力，树立专业自信，向他人学习，并积极反思寻求突破；学校则应该为教师营造良好的工作氛围并建立合理的教师评价机制。

Since the reform and opening up, secondary vocational education for China's economic construction has delivered hundreds of millions of technical personnel and high-quality labor force, and secondary vocational teachers as the backbone of secondary vocational education, more secondary vocational personnel training poured into countless efforts. With the transformation and upgrading of China's economic development and the popularization of higher education, the development space of secondary vocational education has been squeezed and faced with many doubts and prejudices, and the mentality and quality of secondary vocational teachers have fluctuated and deviated. The development dilemma of secondary vocational education makes them question their professional identity. The negative voice and evaluation that secondary vocational teachers have experienced for a long time is not conducive to the improvement of teachers' sense of efficacy. On the basis of sorting out the relevant materials of secondary vocational teachers' identity and teacher efficacy, this study adopts the method of mixed research and takes secondary vocational teachers as the subject to analyze the current situation of secondary vocational teachers' identity, the current situation of teacher efficacy and the influencing factors of identity and discusses the relationship between the two. This study draws the following conclusions:

1. The identity level of secondary vocational teachers is generally high, and the three dimensions are all above the average level. From high to low, the score is self-identity dimension, group identity dimension, and finally the identity dimension of others. There are no significant differences in gender, education background, approved subjects, salary level, position and institution, but significant differences in teaching age, marital status and teacher status.

2. The efficacy scores of secondary vocational teachers are generally higher, and the scores of the two dimensions are higher than the average level. The personal teaching efficacy score is higher than the general educational efficacy score. There is no significant difference in gender, educational background, teaching subjects and salary level of secondary vocational teachers. There are significant differences in teaching age, professional title, marital status, teacher status and institution of employment.

3. There is a significant positive correlation between the level of secondary vocational teachers' identity and teacher efficacy.

4. Secondary vocational teachers' identity has a positive influence on teacher efficacy and has a certain positive prediction effect on teacher efficacy.

5. The current situation of secondary vocational teachers' identity comes from individual attitude and external feedback; The present situation of secondary vocational teachers' self-efficacy shows that the general educational self-efficacy is low, but the personal teaching self-efficacy is high.

6. The influencing factors of secondary vocational teachers' identity are teachers' individual, internal and external work environment, teaching objects, secondary vocational development background and prospect.

According to the research results, this study puts forward suggestions and countermeasures to improve teachers' identity and efficacy from different perspectives. Secondary vocational education is an essential part of China's high school education. The state should promote the implementation of specific policies, strengthen the publicity of "vocational education" and "high school", and promote the high-quality development of secondary vocational education. Grassroots education departments should put relevant policies in place and give play to the leading role of model schools. In the aspect of identity, teachers should adjust their professional mentality, construct their own identity, and clarify their own educational responsibilities. The school should improve the quality of the school, improve the quality of students and the reputation of the school, and cultivate the stability of the teachers. In the aspect of teacher efficacy, teachers should improve their professional ability, establish professional confidence, learn from others, and actively reflect to seek breakthroughs; Schools should create a good working atmosphere for teachers and establish a reasonable teacher evaluation mechanism.