A Study On The Influence Of Kindergarten Principal Leadership On Kindergarten Teachers’ Competency

In recent years,the state has been paying more attention to preschool education and has given more financial support to the preschool field by promulgating documents related to preschool education and other means.In the context of the new era,preschool education is developing rapidly at an unprecedented rate.The comprehensive development of early childhood teachers and the promotion of high-quality and sustainable development of preschool education have become a topic of keen interest from all walks of life.The competency of early childhood teachers is crucial to their professional development and is an intrinsic motivation for their professional growth,which affects the quality of education and professional development.This paper attempts to explore the relationship between kindergarten principals’ leadership and kindergarten teachers’ competency from the perspective of kindergarten principals,and to make corresponding suggestions for enhancing kindergarten teachers’ competency from the perspective of principals’ leadership,with a view to improving principals’ leadership and thus enhancing kindergarten teachers’ competency.This study examines the leadership of 85 kindergarten principals and the current state of 330 kindergarten teachers’ competencies in every district and county of J City,Shandong Province.By categorizing and summarizing relevant literature,as well as utilizing the questionnaire as the primary research method,it investigates the correlation between kindergarten principals’ leadership and kindergarten teachers’ competencies.The results of the study showed that: 1.in general,the leadership and teacher competency of kindergarten directors were at good levels.2.in terms of demographic variables,there were differences in the leadership of kindergarten directors;there were differences in the competency of early childhood teachers in terms of the nature of the school,location,marital status,labor relations,and whether they were preschool graduates.3.in terms of correlations and regressions between the two,in terms of correlations In terms of correlations,there was a significant positive correlation between the level of each dimension of kindergarten director leadership and the level of kindergarten teachers’ competency(p < 0.01);in terms of regression relationships,after excluding the effects of demographic variables such as teachers’ age,teaching experience,position,title,first degree,and major,the regression analysis showed that each dimension of director leadership had a significant positive predictive effect on teachers’ competency.According to the study findings,in order to improve kindergarten teachers’ competency,the leadership of kindergarten principals can be improved in three ways: first,policy support is an important part of improving kindergarten principals’ leadership.Secondly,theoretical improvement is one of the necessary conditions to improve the leadership of kindergarten principals.Finally,the director should focus on improving his or her own quality and competence,strengthening communication and cooperation with kindergarten teachers,and cultivating and improving the competence of kindergarten teachers through various ways,so as to improve the quality of education in the whole kindergarten.To sum up,enhancing the leadership of kindergarten directors is one of the ways to improve the quality of early childhood education and promote the sustainable development of preschool education.The government should increase its support for preschool education,while kindergarten directors should continuously improve their own quality and competence and strengthen communication and cooperation with early childhood teachers,so as to comprehensively promote the development of early childhood teachers and the high-quality and sustainable development of preschool education.