Investigation And Research On Preschool Teacher’professional Identity

The purpose of this paper is to investigate the status quo of preschool teachers’ professional identity in Shijiazhuang by means of questionnaires and interviews.According to the collected questionnaire data and using SPSS21.0 statistical analysis software,the overall level of preschool teachers’ professional identity in Shijiazhuang is analyzed;the differences of preschool teachers’ professional identity under different personal characteristics variables are analyzed,and the interview method is used to analyze them;according to the research situation of the paper,it is concluded that Shijiazhuang is preschool teachers’ professional identity at present.In order to improve the social attention to kindergarten teachers’ professional identity,improve their status and treatment,enhance kindergarten teachers’ sense of belonging and satisfaction,and provide support and help for the professional development of kindergarten teachers,so as to improve the overall quality of kindergarten education and teaching.Through questionnaires,this paper comprehensively understands the status quo of preschool teachers’ professional identity in Shijiazhuang City,and provides relevant research basis for Improving Preschool teachers’ professional identity level,strengthening their sense of belonging to work and reducing teachers’ turnover.It helps to analyze and study the causes of their turnover intention,and helps to improve preschool teachers’ professional accomplishment,professional growth and the effectiveness of teacher education.。This paper combs and studies the literature from three aspects: the concept of preschool teachers’ professional identity,the influencing factors of professional identity and the characteristics of professional identity.It clarifies the concepts of identity,professional identity,preschool teachers’ professional identity and teachers’ professional identity.It also discusses the use of research methods such as questionnaire survey and interview,the research process and the feasibility of implementation.On the basis of this,the questionnaire was designed and implemented.From the reliability and validity analysis of the questionnaire,combined with factor analysis,the difference analysis of preschool teachers’ professional identity under eight factors: age,teaching age,educational background,whether or not,title,area of kindergarten,nature of kindergarten and salary income,and interviews,the papercarried out the analysis of preschool teachers’ professional identity.In the data analysis of the overall situation of kindergarten teachers’ professional identity in Shijiazhuang City,the average score of kindergarten teachers’ professional identity in Shijiazhuang City is 4.31,which exceeds the middle threshold,and the level of professional identity is higher.The average scores of four dimensions of professional identity ranged from high to low: professional behavior tendency,professional belonging,professional values and role values.The lowest score of role values indicates that preschool teachers in Shijiazhuang generally believe that they have higher education and teaching ability,but they have poor role recognition and role orientation.In the analysis of the influence of individual information,there are significant differences in age,teaching age,establishment,professional title,and kindergarten area and kindergarten nature.Age has a significant impact on the professional identity of kindergarten teachers,which is embodied in three dimensions,namely,the sense of professional belonging,professional values and role values.Among them,kindergarten teachers aged between 20 and25 have the highest level of identity.The kindergarten teachers’ age association affects teachers’ professional identity in three dimensions: professional belonging,professional values and role values.The kindergarten teachers’ professional identity after six years of teaching is poor.The influence of compilation factors on young kindergarten teachers’ professional identity can be reflected through four dimensions.By contrast,compilation teachers have a higher degree of professional identity.In terms of professional titles,young and middle-aged kindergarten teachers’ professional identity will be significantly affected by their professional titles.The dimensions involved include professional belonging,professional values,and role values.The kindergarten teachers with the strongest sense of professional identity are called first-class or above.Regional factors will affect kindergarten teachers’ professional identity,and kindergarten teachers in urban areas have higher level of professional identity than kindergarten teachers in suburban counties.Finally,the nature of kindergarten can influence kindergarten teachers’ professional identity from three dimensions:professional belonging,professional values and role values.The survey results show that kindergarten teachers in public kindergartens have the highest professional identity.The reason analysis is elaborated from two factors: kindergarten and kindergartenteachers themselves,among which the reasons are unequal career development opportunities and high pressure of work;the reasons for kindergarten teachers’ own factors are young kindergarten teachers’ unstable professional beliefs and professional mismatch,which lead to many difficulties.In view of the above two factors,this paper puts forward two countermeasures,namely,to improve the management of kindergarten system and to clarify the role of kindergarten teachers.