中等职业学校班主任的工作状态对学生的成长和发展具有重要作用，而职业认同是影响班主任工作状态的重要原因。本研究对石家庄市中等职业学校班主任职业认同进行研究，以了解石家庄市中等职业学校班主任职业认同现状，分析影响其职业认同的相关因素。

本研究采用问卷调查和访谈法，采取随机抽样的方式，在石家庄市公办中等职业学校抽取了305名班主任进行问卷调查，回收有效问卷274份，运用SPSS20.0对数据进行了统计分析，得出班主任职业认同包含四个维度：角色价值观、职业价值观、职业归属感和职业行为倾向。根据数据分析结果，分层抽取21人开展了深度访谈。研究主要得出以下结论：

石家庄市中等职业学校班主任职业认同整体水平较高。

石家庄市中等职业学校班主任职业认同在年龄、职称、编制、津贴上不存在显著差异。

石家庄市中等职业学校班主任职业认同总体上不存在性别的差异，但在职业价值观维度存在显著差异，男性班主任得分高于女性班主任；职业认同存在显著的学历差异，硕士学历的班主任得分低于大专、本科学历的班主任；职业认同及角色价值观、职业行为倾向维度存在显著的教龄差异，6-15年教龄的班主任得分高于其他教龄段的班主任；职业认同总体上不存在显著的班主任工作年限差异，但角色价值观维度差异显著，工作年限4-8年的班主任得分高于9-14年的班主任；职业认同总体上存在显著的学校类型差异，除了职业归属感维度外，职业高中班主任的得分显著低于中专班主任。

石家庄市中等职业学校班主任职业认同主要受到重要他人或重要事件、学校文化氛围、学校领导以及学生这四方面的影响。重要他人或重要事件一定程度上影响职业价值观、角色价值观、职业行为倾向维度；学校文化氛围一定程度上影响角色价值观、职业归属感、职业行为倾向维度；学校领导的风格、特征和行为主要影响职业行为倾向维度；学生的反馈会影响职业价值观、职业行为倾向维度。

The working status, affected by professional identity, of class teachers in secondary vocational schools plays an important role in the growth and development of the students. This study is to find out the current status and the influencing aspects of the class teachers’ professional identity in Shijiazhuang City, Hebei Province.

The main research methods of this study are questionnaire and interview. In this study, 305 class teachers were randomly selected from secondary vocational schools in Shijiazhuang City to conduct a questionnaire survey, and 274 valid questionnaires were collected. Then 21 people were selected from different levels to conduct in-depth interviews. The main conclusions are as follows:

The overall level of professional identity of class teachers in secondary vocational schools in Shijiazhuang is relatively high.

There is no difference in class teachers’ age、title、be on–staff or not、monthly allowance.

There are some significant differences in gender、academic qualification、 teaching age、working seniority and school type in role values、 professional values、occupational belonging and professional behavior tendency which are the four dimensions of professional identity.

To be exactly, the scores of male class teachers are higher than that of female class teachers in role values.

The scores of class teacher with master's degree are lower than those of college or undergraduate degree in professional identity.

The scores of 6-15-year-old class teachers are higher than those of other age groups in professional identity, role values and professional behavior tendency.

For teaching age, the scores of 4-8 years are higher than those of 9-14 years in role values.

The scores of vocational high school class teachers are significantly lower than those of secondary vocational school class teachers in occupational belonging.

The professional identity of class teachers in secondary vocational schools in Shijiazhuang City are mainly affected by four aspects: important others or important events, school culture, school leadership, and students. Important others or important events affect the dimensions of professional values, role values, and professional behavior tendency to a certain extent; the school cultural atmosphere, to some extent, influences role values, occupational belonging, and professional behavior tendency; the styles, characteristics and behaviors of school leaders mainly influence professional behavior tendency ;feedbacks from students affect professional values and professional behavior tendency.