A Case Study On The Generation Of Professional Honor Among Kindergarten Teacher

National policy documents have clearly stated that by 2035 China should achieve a culture of respect for teachers,and teachers become an enviable profession and full of professional honor in their positions.However,the current situation of professional honor of kindergarten teachers is not optimistic,resulting in a serious loss of many preschool aspirants.Fortunately,there is still a group of teachers full of professional honor who firmly guard the field of preschool education and feel honored and proud to be a kindergarten teacher.The researcher approached the kindergarten teachers who are full of professional honor and could not help but think about 1.how kindergarten teachers’ professional honor is generated during the interaction process;2.what factors affect the generation of kindergarten teachers’ professional honor;and 3.how to improve kindergarten teachers’ professional honor?Therefore,this study combines symbolic interaction theory and Mallow’s hierarchy of needs theory,adopts a qualitative research orientation,and focuses on 22 kindergarten teachers with a sense of professional honor from different kindergartens in different cities through a research path of multiple case studies,collects data through in-depth interviews and physical collection,and uses the software MAXQDA2018 to analyze the data and explore in depth kindergarten teachers’ sense of professional honor in The data were analyzed using the software MAXQDA2018 to explore in depth the phenomenon of professional honor generated by kindergarten teachers in their interactions.The study found that the generation of professional honor among kindergarten teachers was not caused by a single factor,but by the interplay of multiple factors that occurred in a progressive manner.At the beginning of the honor generation mechanism,individuals enter the kindergarten field based on internal or external motivation and external conditions to meet basic needs,and kindergarten teachers continuously interact with significant others and self in the field.The praise serves as a driving force to make the burst of such feelings of pride,pride,and gratification more enthusiastic,so that kindergarten teachers’ feelings of professional honor can be strengthened and sustained.In addition,the factors that influence the generation of kindergarten teachers’ professional honor were further summarized based on the generation process,including external factors such as economic capital status,interpersonal support,respect for teachers,and teacher motivation,and internal factors such as teacher moral cultivation,mental toughness,and educational sentiment.Based on the research results,in order to make more kindergarten teachers generate a sense of professional honor,firstly,the national level should effectively improve kindergarten teachers’ salary and promote and implement the principle of equal pay for equal work distribution;based on different development periods of kindergarten teachers,improve the system to promote teachers’ professional development;listen to the real demands of kindergarten teachers and optimize the honor system of kindergarten teachers in the whole process.Second,at the social level,social media should shape a positive public image of kindergarten teachers and create a social opinion environment that respects teachers;encourage multiple social entities to value kindergarten teachers and put social welfare of teachers into practice.Again,the kindergarten level should provide professional seminar and training channels on all fronts to improve kindergarten teachers’ educational and teaching abilities;the director should uphold the interpersonal principle of respect and understanding to strengthen humanistic care for kindergarten teachers;and a combination of online and offline publicity platforms should be used to promote the power of honorary teachers’ role models to the public.Finally,at the individual level,we should awaken the inner strength of kindergarten teachers,deepen the meaning of professional identity and self-interaction;inspire and maintain the heart of a child for early childhood education,and forge educational faith with love and responsibility.