A Case Study On Gender Flexibility Of Female Kingdergarten Teachers

The gender imbalance of kindergarten teachers is a global phenomenon.Under the current background of worrying about the "feminization" and "sissy" of children,the public generally believes that this root is the "feminization" of female kindergarten teachers.As a result,male teachers have become the "hot cakes" in the eyes of scholars and kindergarten administrators.However,the expectation of a large number of male teachers is not only difficult to operate,but also to a large extent to deepen and solidify gender stereotypes.Therefore,to advocate gender diversity,it is essential to advocate and cultivate the gender flexibility of kindergarten teachers,that is,they can show gender role adaptability in different educational situations.Based on the qualitative research method,this study takes 4 female kindergarten teachers from class X in public kindergarten D in city C as the research object,uses the interview method to obtain the gender belief of female kindergarten teachers,and uses the observation and interview method to investigate the gender performance of female kindergarten teachers.Finally,based on the analysis and induction of the original materials,this paper explores the relationship between the gender belief and gender performance of female kindergarten teachers,and finds out the factors affecting the relationship between the two,and puts forward effective suggestions.The study found that:1.The research on the gender beliefs of female kindergarten teachers finds that the gender beliefs of kindergarten teacher N,teacher L and teacher X are deeply affected by gender essentialism,while the teacher C is less affected by gender essentialism.2.The main contents of kindergarten teachers’(teacher N,L,X)gender performance: gender management of dichotomy,more traditional role expectations,the protective role of striving for safety,and the gender performance presents the characteristics of stereotype and solidification.While the contents of the gender performance of teacher C are: flexible change of multiple roles,sometimes helpless protection role,and its gender performance presents both transgender characteristics,but also presents rigid.3.The teacher C has gender flexibility,but their performance has been affected;The other three teachers don’t have gender flexibility.The relationship between the gender belief and gender performance of four female kindergarten teachers has been analyzed,and it is found that the main reasons affecting the relationship are the identification of the existing gender belief,the reinforcement of many external environmental factors,the promotion of children’s parents,the relative shortage of kindergarten management,and the anxiety of kindergarten teachers.Based on the above findings,this study believes that female kindergarten teachers have gender flexibility,but their performance is limited,and the key to the transformation of female kindergarten teachers without gender flexibility lies in the change of gender beliefs.On this basis,this study suggests the design of gender-sensitive curriculum to improve the professional level of kindergarten teachers.Change the inherent gender bias and promote the awakening of teachers’ independent consciousness;Improve the quality of service management and guarantee the independent rights and interests of teachers;Learn advanced educational concepts and strive to be the natural partner of teachers.