The Study Of Developmental Characteristics And Influential Factors Of Kindergarten Teacher's Professional Commitment

Teacher's professional commitment was the recognition teachers given to their career, as well as the will why they chose this career. Teachers who had higher professional commitment always gave more identification and loyalty to their career. They would like to devote themselves to their work stably. Nevertheless, people who had lower professional commitment usually were tired to work on their position, they liked to perform their duty in a perfunctory manner, moreover, they worked remissly and were always ready for making career transition. During the past two or three decades, the overseas study of teacher professional commitment increasingly became abundant and mature. And the current studies also were important to this topic in nearly few years.This study developed the questionnaires about the developmental characteristics and the influential factors of kindergarten teachers' professional commitment. An investigation to 242 kindergarten teachers from 12 kindergarten under different running system in shanghai had been conducted by the survey. By methods of variance analysis, CFA and SEM, deeply study and discussion about other factors of teachers' professional commitment had done.The study drew the following conclusions:(1) Kindergarten teachers' professional commitment included three factors, namely emotional commitment, normative commitment and continued commitment.(2) The general characteristics of professional commitment of kindergarten teachers following rules: Generally speaking, the professional commitment of kindergarten teachers in china was ordinary, the extent belong to the middle level. Specifically, the normative commitment of teachers in early childhood education was relatively high, the continued commitment was relatively low and emotional commitment was between them.(3) Developmental Characteristics of early childhood teachers ' professional commitment showed the following characteristics: Generally speaking, 0-1 years seniority group, had the highest level of commitment, 2-5 years seniority group were the lowest, commitment showed significant differences between them; 0-1 years seniority group were the highest group in emotional commitment and normative commitment. Continued commitment showed high at both ends and low in the middle.(4) The factors impacted kindergarten teachers and their professional commitment showed some rules: individual job, grades, background, scale and salary level of kindergarten were the main factors; and marital status, qualifications had no significant impact on the professional commitment.(5) The factors related to profession development that impacted childcare teachers' professional commitments showed following rules: teachers' cooperation had the most influence on their emotional commitment and normative commitment. Payment stood in the second; job satisfaction affected all latitudes of teachers' commitment, it also played the role of an intermediary; the research atmosphere, the atmosphere of support and personal commitment could block teachers' professional commitment.