A Qualitative Research On The Living State Of Temporarily Employed Preschool Teachers In The County

The unbalanced development of preschool education in counties seriously affects the sustainable and long-term development of preschool education in our country.To improve the quality of preschool education in counties,we must build a high-quality teacher team,and the survival status of preschool teachers is an important factor affecting the construction of high-quality teachers.Among them,the establishment problem is the key factor that affects the survival status of kindergarten teachers.Thence,this article investigates the living conditions of temporarily employed preschool teachers in counties,exploring their survival dilemmas and influencing factors,and proposing suggestions to improve their quality of life.This article takes Maslow’s hierarchy of needs theory,educational ecosystem theory,and survival philosophy as the theoretical basis,takes qualitative research as the main research paradigm,and takes 9 county temporarily employed preschool teachers as the research objects.The interview method is mainly used to investigate the five aspects of teachers’ salary,working environment,work pressure,professional development,and professional identity.Then,the interview data is coded and categorically analyzed.Supplemented by observation method to investigate the teacher’s one-day status,situationally presents the living status of temporarily employed preschool teachers in the county.The survey found that the working environment of temporarily employed preschool teachers in the county is open and reasonable,with harmonious interpersonal relationships,and a strong sense of professional accomplishment and happiness.However,there are still the following problems: First,the basic salary cannot meet the lack of teachers’ needs,and the insurance purchase is small;Second,the teaching resources are insufficient,the promotion space for temporarily employed preschool teachers is small,and the reward and punishment system is not in place;Third,the inspection and assessment of kindergartens are cumbersome,and the multiple roles of teachers are in conflict;Fourth,the teacher’s learning approach is single and the plan is vague;Fifth,teachers’ professional loyalty is not strong,their professional motivations are mainly external motivations,and they are not optimistic about their future professional expectations.Based on these,this article explores that the main factors affecting the survival status of temporarily employed preschool teachers in counties come from the four levels of society,government,kindergartens and teachers themselves.First,the public’s recognition of kindergarten teachers is not high,and parents lack understanding of the work of kindergarten teachers.Second,the insufficient investment of government financial funds,the limitation of the number of establishments,and the weak supervision of kindergartens;Third,the unreasonable salary plan of kindergartens,the promotion opportunities are inclined to teachers in the staff,and the allocation of funds is uneven.Fourth,the professionalism of teachers needs to be improved,and the internal drive for development is insufficient.In this regard,this article also proposes suggestions from the four directions of society,government,kindergarten,and teachers themselves.At the social level: the media promotes the positive image of kindergarten teachers and enhances the social status of kindergarten teachers;parents establish a scientific concept of parenting,and give kindergarten teachers support and understanding.At the government level: the government must increase financial investment to improve the benefits of non-career preschool teachers;the government must establish a dynamic staffing allocation mechanism to alleviate the shortage of staff;the government should strengthen supervision and ease the pressure of public kindergarten teachers.At the kindergarten level: kindergartens should formulate incentive salary plans to meet the lack of teachers’ needs;kindergartens should create a level playing field and stimulate teachers’ enthusiasm for work;kindergartens should allocate the proportion of capital investment in a balanced manner to optimize the overall environment of kindergartens.At the teacher level: teachers should give full play to their subjective initiative and improve their professional quality;teachers should make a good career plan and clarify their career development puzzles.