Research On The Professional Autonomy Of Kindergarten Teachers

As professionals,teachers should have professional autonomy to achieve freedom in their professional fields.The realization of preschool teachers1 professional autonomy improves teachers' professional level,promotes teachers*specialization,and is conducive to teachers'independent development.This study mainly uses the combination of questionnaires and interviews,based on the teacher empowerment and teacher self-development theory,investigates the status quo of the grant,demand,exercise and guarantee of preschool teachers' professional autonomy,and summarize its characteristics.To analyze the influencing factors and put forward suggestions for improving the professional autonomy of preschool teachers.The study has the following findings;First of all,the study analyzes the grant,demand,exercise and guarantee of preschool teachers' professional autonomy.From the perspective of the grant and demand process,preschool teachers have a medium level of professional autonomy,but the three dimensions of professional autonomy is unbalanced,which is manifested in the high degree of realization of education and teaching right,the low degree of participation in decision-making power,and the most urgent need for professional growth right.From the perspective of the exercise process,the main form of preschool teachers1 professional autonomy is institutional guarantee,the main attitude is active participation,and the exercise effect is better,but the way of exercise is not rich.From the perspective of security level,the most common material security for kindergartens is the venue,textbooks and reference books and library materials.The main organizational system guarantee is the work assessment system and the teaching and learning system.The main cultural psychological security is "kindergarten education concept" and "kindergarten management concept and style".Secondly,the research summarizes the characteristics of preschool teachers' professional autonomy:first,the characteristics and demand of the preschool teachers' professional autonomy are different in each dimension.The education and teaching right is an acquired right,the professional growth right is an expecting right,and the participation in decision-making is a potential right.Second,the preschool teachers*professional autonomy has a better effect,but the teachers' perception of the exercise of rights is biased.In the process of exercising preschool teachers' professional autonomy,their rights are not equal.Third,preschool teachers have higher levels of professional autonomy and material system security,but the differences in each dimension are large;the preschool teachers*professional autonomy system is not in place and the pertinence is not strong;the cultural psychological guarantee of preschool teachers' professional autonomy highlights the management efficiency,and the teachers do not have high recognition of the management culture of the kindergarten.At the same time,the study also analyzes the influencing factors of preschool teachers' professional autonomy from the perspectives of teachers themselves,kindergartens,education administration departments and social factors.At last,this study believes that the professional autonomy of preschool teachers should be improved from two aspects:intermal guarantee and external guarantee.On the one hand,enhance teachers*awareness of rights and stimulate teachers' demand for rights;enhance teachers' rights and ability to provide professional guarantee.On the other hand,improve management system and mode,realize power sharing;establish a professional community of teachers,create a garden culture of democracy and cooperation;attach importance to the training of teacher leaders,broaden the channels for exercising rights;perfect the legal system and perfect the system guarantee transform social concepts and enhance the social identity of teachers' profession.