Research On The Relationship Between Professional Identity And Retention Intention Of Inclusive Private Preschool Teachers

Inclusive private kindergarten teachers are an important component of the early childhood teacher team.Building a high-quality and inclusive private kindergarten teacher team is the foundation for ensuring the development of inclusive preschool education in China.Faced with the complex and special work content of preschool education,how to reduce the turnover rate of inclusive private kindergarten teachers,enhance their professional identity and willingness to stay,and devote themselves to preschool education for life is an urgent problem that needs to be solved.Professional identity refers to individuals having a positive understanding of their profession and being able to clarify the social value of their profession in their work;Resignation intention refers to an individual’s willingness to continue in their current profession.At present,the construction of the teaching staff of inclusive private kindergartens mainly aims to clarify the relationship between professional identity and willingness to stay,explore the internal mechanisms and influencing factors of willingness to stay,and determine and control the turnover rate of inclusive private kindergarten teachers through scientific and reasonable methods.Therefore,in the context of the development of inclusive preschool education in China,combined with the particularity of preschool education work,this study explores the internal structure and influencing factors of the retention intention of inclusive private kindergarten teachers,and studies the internal relationship between the professional identity and retention intention of inclusive private kindergarten teachers from the aspects of current situation description,mechanism of action,and influencing factors,in order to improve the professional identity and retention intention of teachers,Promote the development of teacher professional literacy,serve the construction of inclusive private kindergarten teacher teams in China,and provide a basis for reasonable control of teacher turnover rate.This study starts with the connotation and structure of professional identity and retention intention of inclusive private kindergarten teachers,and develops a scale of professional identity and retention intention.A questionnaire survey was conducted on 520 inclusive private kindergarten teachers from 21 prefecture level cities in Guangdong Province,including the first,second,third,and fourth tier cities.SPSS 25.0 was used to process and analyze 500 questionnaire data,and to investigate the professional identity and retention intention of inclusive private kindergarten teachers Analyze the current situation and relationship of job retention intention.At the same time,representative and inclusive private kindergarten teachers were selected for more in-depth case studies.The research results show that:(1)The overall level of professional identity and retention intention of teachers in inclusive private kindergartens is relatively high,which is above the middle level.There are differences in marriage,age,teaching age,wage level,the region where the kindergartens are located and educational demography variables,but there is no difference in the prefecture level city where the kindergartens are located.(2)There is a significant positive correlation between the professional identity and retention intention of inclusive private kindergarten teachers,and the professional identity of inclusive private kindergarten teachers has a significant positive predictive effect on retention intention.That is,the higher the professional identity of inclusive private kindergarten teachers,the higher the retention intention;On the contrary,the lower the professional identity of inclusive private kindergarten teachers,the lower their willingness to stay on duty.(3)In the case study,it was found that the high level of professional identity of the case runs through the entire career process,and its teaching beliefs and emotions are the main sources of motivation.Secondly,the case has reasonable promotion channels,and the work environment and atmosphere are relatively harmonious.Finally,the case is satisfied in the process of continuously improving efficacy,which in turn affects the level of retention intention.Based on the survey results of the current situation and relationship between the professional identity and retention intention of inclusive private kindergarten teachers,this study proposes educational suggestions from the government,kindergartens,and teachers levels.Firstly,strengthen government intervention and coordinate various resources to promote the development of inclusive private kindergartens;Secondly,kindergartens need to standardize their management,improve their management system,provide fair promotion channels,and build a harmonious team atmosphere;Finally,inclusive private kindergarten teachers should improve their professional quality,have a positive outlook and scientific understanding of their profession,fully exert their subjective initiative,and face various problems and pressures with a positive attitude and motivation.