Research On The Status Quo Of Management Behaviors Of Preschool Teachers In Concentrated Teaching Activities

Good teacher management can have a profound impact on students' learning,life,or interpersonal relationships,especially for young children.Good classroom management behavior can improve the teaching efficiency of teachers,and also can create an orderly living and learning environment for children,which has an important impact on teachers and children.Understanding the performance dimensions of its management behavior and its development status is of great theoretical and practical significance to improve teachers' professional ability and promote early childhood development.This study is based on interviews with preschool teachers,and has compiled the Questionnaire on Management Behaviors of Preschool Teachers in Intensive Teaching Activities.With 371 preschool teachers as the questionnaire survey,the structure of the questionnaire was tested for reliability and validity,and the status of preschool teacher management behavior was analyzed:(1)In the concentrated teaching activities,the management behaviors of preschool teachers include 5 dimensions,which are the management of children's problem behaviors,the management of children's good behaviors,the management of classroom physical environment,the management of classroom psychological environment,and the classroom routine Management.The reliability coefficient of this questionnaire ranges from 0.774 to 0.943;2 / df value is 2.018,RMR value is0.046,CFI value is 0.920,IFI value is 0.921,NFI value is 0.855,GFI value is 0.840,so this questionnaire It has good reliability and validity,and has certain applicability.(2)The management behavior of preschool teachers is at a moderately high level.Among the five dimensions of preschool teacher management behavior,preschool teachers score the highest in the management of classroom psychological environment,followed by the management of classroom physical environment,themanagement of children's good behavior,the management of children's problem behavior,and the classroom routine.Management.(3)The management behaviors of preschool teachers are affected by demographic factors such as their teaching age,academic qualifications,and pre-service majors,but are not affected by factors such as gender,age,class type,kindergarten type,and labor management type.Among them,teachers with a teaching age of more than 10 years scored significantly better on children's good behavior,classroom physical environment,classroom psychological environment,and classroom routines than teachers with a teaching age of less than 2 years or a teaching age of 2-5 years.Kindergarten teachers with a bachelor's degree or above have scored significantly better than that of preschool teachers with secondary school and high school education in the areas of good behavior management,physical environment management,and psychological environment management.Teachers from preschool education majors score better than teachers from non-preschool education majors in the management of children's good behavior,problem behavior management,classroom physical environment management,psychological environment management,and classroom routine management.