A Study Of The Professional Identity Of Special Hillock Teachers In Kindergarten Who Keep On Teaching After Service Contract Expires And Its Influencing Factors

Kindergarten teachers 'professional identity is the teachers' inherent knowledge and perception of their professionalism.Through the experience of the professional roles and development of the kindergarten teachers,teachers will gradually be convinced of the same relationship between the individual "I" and the "kindergarten teachers" of social roles which is condusive to the kindergarten teacher's recognition of their professional occupation.Professional identity provides intrinsic motivation for teacher development.Studying the professional identity of teachers staying in special posts in rural areas has theoretical significance for improving the professional identity of special post teachers in the service period.The research on the literature revealed that the research scope of the academic circle focused on "specially-trained teachers during the service period",and the research object focused on "specially-trained teachers at the compulsory education stage",and did not pay due attention to the special-purpose teachers who stayed in the kindergarten.Maybe those who do the most,dream the most.According to the Ministry of Education's statistics on the employment / retention of special teachers in 2015-2017,it was found that the retention rate of special teachers in G province in 2015 was 98.4%.After a number of field trips to the countryside after entering the park,this paper explored and researched the problems by combining with many remaining kindergarten teachers and combining actual problems.This research selected three different cities in G province as the investigation focus.It uses questionnaire surveys and interview methods to investigate the status and problems of professional identity of special post teachers in kindergartens in G province.It also investigate the causes,and put forward corresponding suggestions and countermeasures accordingly.The survey used statistical analysis of variance and multiple linear regression analysis to statistically analyze the recovered data,combined with analysis of interview data of the special post teachers who stayed in kindergartens.The survey found that: 1.The professional identity level of teachers who stay in special posts is affected by gender,establishment,and wage levels.The influence of the scene variables shows significant differences;2.Interpersonal education beliefs,teaching effectiveness,social respect,and professional identity of teachers staying in special post are very significantly positively correlated,and salaries and working environment also show the positively correlation with their professional identity;interpersonal relationships,teaching effectiveness,and educational beliefs have a very significant positive predictive power for the professional identity of special postteachers,in which interpersonal relationships has the most predictive power,then followed by teaching effectiveness,and finally educational beliefs.3.In terms of interpersonal relationships,the relationship between teachers and children and the relationship among colleagues are the most important factors that affect the professional identity of teachers who stay in special posts;teaching experience in teaching effectiveness is also an important factor that affects the professional identity of special post teachers;professional planning in educational beliefs is also an important factor affecting the identity of remained special post kindergarten teachers.At the same time,the remained special post kindergarten teachers have the following characteristics: 1.The actual treatment is inconsistent with national policies;2.The admission situation is complicated and the system is not clear;3.The recruitment system of teachers remains ns to be improved,the situation of in-service teachers is worrying.Based on the results of the above research,in order to improve the professional identity of special post kindergarten teachers in rural areas and ensure the effective implementation of the "special post plan" policy,it is necessary for the national education administration,schools and teachers to work together to make full use of the results of this analysis and deal with these problems by taking effective measures.