Study On The Professional Identity Of Preschool Teachers In X County In Ethnic Minority Areas

Professional identity,as an internal driving force,affects the sustainable development of preschool teachers,and plays a very important role in the stability of teachers.Only by improving preschool teachers’ professional identity can we promote the healthy development of children’s body and mind,which is the necessary guarantee for the healthy and orderly development of preschool education in China.This study analyzes the status quo of preschool teachers’ professional identity in X County,a minority a rea,finds out the problems existing in professional identity,and puts forward relevant suggestions and countermeasures based on my professional knowledge.On the basis of previous studies,this study prepared a questionnaire,selected 267 preschool teachers in X county of ethnic minority area to conduct an investigation and study on them,and analyzed the survey results with the help of SPSS 23.0 software,from five dimensions of occupational cognition,occupational emotion,occupational ability,occupational behavior and occupational social status.It reveals the status quo of professional identity of preschool teachers in X County,the results show that the overall degree of professional identity of preschool teachers in X County is relatively high,there is no significant difference in these five dimensions,and the score in the dimension of professional cognition and professional social status is low.In each dimension,the nature of different kindergartens affects preschool teachers’ recognition degree in professional cognition,professional emotion and professional social status,and has significant differences.Different salary level,teaching age and age have significant influence on the professional ability of preschool teachers.Kindergarten teachers’ recognition of professional social status is significantly affected by the location of different teaching kindergartens.Then the overall situation of the professional identity of preschool teachers in X County,as well as the reasons of how various factors affect the professional identity of preschool teachers in different demographic variables are analyzed.This study found that there are some problems in the professional identity of preschool teachers in X County.First,there is a lack of professional cognition of preschool teachers in X County,among which the lack of professional cognition of private preschool teachers is more prominent.Second,the professional behavior of preschool teachers in X County is weak,showing job burnout,mainly focusing on the preschool teachers with "6-10 years of teaching experience";Third,the professional ability of preschool teachers in X County is low;Fourth,the social status of preschool teachers in X County is not high.Therefore,in view of the above problems,this study further puts forward countermeasures and suggestions to improve the professional identity of preschool teachers in X County,ethnic minority areas.First,it is necessary to enhance the professional quality of preschool teachers in X County,ethnic minority areas,and improve their professional cognition.The second is to relieve the job burnout of preschool teachers and self-remodeling their work;Third,strengthen the multicultural integration education ability of preschool teachers in ethnic areas;Fourthly,the government should comprehensively improve the professional social status of preschool teachers in X county of ethnic minority areas.