Research On Social Support System Of The Professional Development For Kindergarten Teachers

Education is the great plan of the country and the great plan of the Party.Developing education is beneficial for China to accelerate the construction of a modern socialist country.Preschool education is very important as the foundation of basic education.The development level of preschool education depends on the development level of kindergarten teachers.In recent years,China has successively issued a series of policy documents related to the professional development of kindergarten teachers,aiming to enhance the professional development of kindergarten teachers.However,it is not enough to rely on institutional guidance to promote the professional development of kindergarten teachers,and it is also necessary to rely on other supporters to form a synergy of support.Therefore,it is necessary to study the social support system for kindergarten teachers’ professional development.This study takes kindergarten teachers as the research object and aims to optimize the social support system for kindergarten teachers’ professional development.Based on the review of relevant literature and the Social Ecosystem Theory,the social support system for kindergarten teachers’ professional development was divided into three support subsystems: the social macro support subsystem,the school meso support subsystem and the teachers’ micro support subsystem,which were developed into the Social Support for kindergarten teachers’ Professional Development Questionnaire.The questionnaire was tested for reliability and validity.Firstly,the questionnaire was used to survey the professional development support of338 early childhood teachers in City C.The data obtained were statistically analysed using SPSS26.0 software to understand the current status of social support for kindergarten teachers’ professional development.Secondly,the interview method was used to interview kindergarten teachers in C City to understand the problems in the social support system for kindergarten teachers’ professional development and analyze the reasons,with a view to proposing optimization strategies for the social support system for kindergarten teachers’ professional development through practical exploration and comprehensively improving the level of kindergarten teachers’ professional development.The research results show that the overall support level of the social support system for kindergarten teachers’ professional development is high,with the highest support level of the micro support subsystem,followed by the meso support subsystem,and the lowest support level of the macro support subsystem.There are some problems in each support subsystem: In the social macro support system,the support system for kindergarten teachers’ professional development is not sound,the financial support for kindergarten teachers’ professional development is inadequate,and the cultural environment for kindergarten teachers’ professional development is unfriendly.In the school meso support system,the institutional support in kindergartens is not standardized,and the material support provided by the kindergarten is slightly insufficient.In the teacher micro support system,the overall score of the micro support subsystem is not high,and the action of kindergarten teachers’ professional development is not strong.Based on the current problems in the social support system for kindergarten teachers’ professional development,this study analyses the causes at four levels:government,society,kindergarten,and teachers themselves,and proposed optimization strategies for the social support system for kindergarten teachers’ professional development.First,government support should be strengthened to safeguard the development rights of kindergarten teachers.Specifically,we should give full play to institutional guidance and improve the basic guarantee system for professional development;optimize the structure of fund utilization and establish special funds for professional development;and consult kindergarten teachers in the development of the system to closely follow the actual development needs.Second,enrich social support and create a good development environment.Specifically,it is necessary to create a social atmosphere of respecting teachers and ensure the social status of kindergarten teachers;the media should play a positive guiding function to enhance the value recognition of kindergarten teachers;Parents of young children should change their concepts and give kindergarten teachers support and understanding.Third,we should activate the support of kindergartens to stimulate the enthusiasm of kindergarten teachers’ development.Specifically,it is necessary to improve the rules and regulations of kindergartens and ensure the standardization of support;strengthen the material support of the kindergarten to create good conditions for professional learning;improve the leadership of kindergarten principals to effectively guide the professional development of kindergarten teachers.Fourth,strengthen self support and ensure long-term professional development.Specifically,it is necessary to cultivate the awareness of independent professional development and enhance professional development awareness;clarify their professional development goals and formulate professional development plans;and join professional learning communities to achieve win-win cooperation among groups of kindergarten teachers.