A Study On The Relationship Between Preschool Teachers’ Professional Identity And Job Performance

The 20th Party Congress proposed to accelerate the construction of a high-quality education system.The development of high-quality preschool education is an important part of building a high-quality education system,and the establishment and maintenance of a relatively stable structure and a high-quality workforce of teachers is the key to the development of high-quality preschool education.High-quality early childhood teachers are closely related to early childhood teachers’ professional identity and job performance,and early childhood teachers’ job satisfaction in turn influences job performance to a certain extent,and there is a certain interrelationship between these three variables.Related studies have shown that early childhood teachers’professional identity is significantly correlated with job performance,and job satisfaction is also strongly related to both.Therefore,an in-depth study of the relationship between early childhood teachers’ professional identity and job performance and the mediating role of job satisfaction between professional identity and job performance has important theoretical and practical significance for promoting the development of preschool education and improving the professionalism and job quality of early childhood teachers.This study used a questionnaire to examine the current status and relationships among 295 early childhood teachers regarding their professional identity,job performance,and job satisfaction.The results of the study showed that(1)early childhood teachers’ career identity,job performance,and job satisfaction scores were all moderately high,with improvements needed in role values,task performance,and satisfaction with pay and benefits;(2)early childhood teachers’career identity,job performance,and job satisfaction were significantly different in the grouping variables of establishment,professional background,salary,and job title;(3)early childhood teachers’ career identity,job performance and job satisfaction were significantly correlated,and career identity positively predicted job performance and job satisfaction,and job satisfaction positively predicted job performance;(4)early childhood teachers’ job satisfaction partially mediated the relationship between career identity and job performance.Based on the results of the study and combined with the interviews,the problems and causes were discussed and analyzed,and the following suggestions were made:(1)strengthening theoretical knowledge to improve the professional ability of early childhood teachers;(2)creating a good school atmosphere and paying attention to the spiritual life of early childhood teachers;(3)establishing a social support system to enhance the role values of early childhood teachers;(4)improving salary and benefits to enhance the job satisfaction of early childhood teachers;(5)establishing a sound training mechanism;and improving the task performance of early childhood teachers.