Research On Group Differences And Social Support Of Preschool Teachers' Professional Identity

The promulgation of the "Teacher Education Promotion Action Plan" and the "Ministry of Education's Opinions on the Implementation of the Excellent Teacher Training Plan 2.0" in 2018 clearly proposes to build a high-level preschool teacher team,and requires the cultivation of excellent young children who love young children,have high professional qualities,and have strong education skills Teachers,expand the scale of training for kindergarten teachers,and improve the quality of kindergarten teachers.Obviously,the state attaches great importance to the issue of preschool teachers.However,problems such as high turnover tendency and job burnout make the construction of preschool teachers fail to achieve the desired results.The construction of a high-level kindergarten teacher team should be based on high professional identity.Therefore,it is urgent to improve the level of kindergarten teacher professional identity.In this study,the occupational identity of kindergarten teachers was taken as the research object.First,a questionnaire survey was conducted on 450 primary teachers and sub-class teachers in kindergartens in Luoyang City to systematically analyze the group differences in the professional identity of kindergarten teachers,and then conducted in-depth interviews with 10 teachers The survey uses the method of rooted theory to deeply analyze the formation mechanism of the differences in professional identity of preschool teachers,and finally puts forward a strategy to enhance the professional identity of preschool teachers from the perspective of social support.This study mainly draws the following conclusions:(1)The overall level of preschool teachers 'professional identity is higher,the level of professional cognition and professional will is higher than the overall level,and the level of professional emotional and professional behavior is lower than the overall level;(2)The occupational identity of preschool teachers shows significant differences in the location of the family and the reasons for teaching;(3)From all dimensions of professional identity,the professional emotional level of the kindergarten teachers depends on the location of the family,the way of entering the school,the number of classes,the reasons for teaching,the number of reading books There are significantdifferences in variables;the level of occupational will of preschool teachers varies significantly in the variables of family location,job title,salary level,reason for teaching,preparation time,and number of training;the level of occupational behavior of preschool teachers differs in the number of class and the reasons for teaching;(4)Based on the grounded theory,digging and refining interview materials from the bottom up,found that social status,own background,professional knowledge,external attitudes,reasons for teaching,cultural atmosphere,professional attitudes,admission methods,work pressure,salary,important others,Key events,teaching reflection,career planning,activity The interactive effects of 17 factors,including dynamic preparation,training opportunities,and self-learning,together affect the professional recognition level of kindergarten teachers through the impact on professional cognition,professional emotion,professional will,and professional behavior.Based on the above conclusions,this study puts forward strategies to promote the level of professional recognition of preschool teachers based on social support theory.In terms of material support,it can increase the salary and treatment of early childhood teachers,improve the working environment,provide training opportunities,and guide career development planning;in terms of emotional support,it can strengthen humanistic care for early childhood teachers,build a good relationship network for early childhood teachers,and focus on early childhood teachers.Vocational emotional education;in information support,it can guide preschool teachers to read,adhere to the practice reflection orientation,and build an information support platform;in companion support,it can play a peer support role,organize a variety of entertainment activities,and carry out psychological decompression activities.It is hoped that these strategies will help promote the further improvement of the level of professional recognition of kindergarten teachers,and then promote the construction of excellent preschool teachers.