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The purpose of this study is to explore the professional identity and leadership of college physical education teachers in Shandong Province. It provides the research basis for improving the professional identity of PE teachers, improving their leadership, promoting the training of talents in colleges and universities, and strengthening the construction of teachers. This study adopts the methods of quantitative research design, questionnaire survey and random sampling, and selects 205 physical education teachers from 5 colleges and universities in Shandong Province as the investigation objects. The survey found that given the respondents' profile, they are capable of developing a professional identity with teacher leadership. Respondents have failed their teaching careers in different ways than others. Given effective interventions, respondents can further strengthen their professional identity. The influence of personal experience on the level of professional identity is the least. Respondents were fully engaged in teacher leadership, but there was still a large gap. Given effective intervention, they can further improve their leadership ability. Educational background is one of the factors affecting teachers' leadership ability. Teacher professional identity and teacher leadership can develop simultaneously. Teacher development provides opportunities and interventions that may produce optimal results.
Xuemin Li (Fri,) studied this question.