Self-representations of College English Teachers' Professional Identities

English teachers are bearing the brunt of international shocks and impacts partly due to the accessibility of language. The presentation of their profession is significant to realization of teaching effectiveness. The present study attempts to analyze the role value, professional value, and professional sense of belonging and professional behavior tendency from a structural perspective, and teacher burnout, turnover intention and job satisfaction from a relational perspective. The results indicate that college English teachers have relative strong teachers' professional identities, significant differences in educational backgrounds and school levels, without obvious differences between ages, genders and professional titles. Relevant teaching suggestions are provided.