The Study Of Kindergarten Beginning Teacher's Entry Adaptation

In the past few years, compared with other education activities, the adaptation of beginning teacher is considered as one of the most important fields for teachers' professional development. According to the recorded literatures, a considerable number of researches have studied the problem on beginning teacher' adaptation, which shows that beginning teachers are indeed confronted with many challenges in the first two years. However, the main objectives of most researches only consist of primary and secondary teachers. The study of pre-school new teachers is still rare. Therefore, the study on kindergarten beginning teachers' adaptation can help us understand the problems faced by early childhood new teachers, and enhance their professional development, which will improve training, management and incentive system of theoretical researches.This study developed questionnaires about the influential factors of kindergarten teachers' adaptation. Meanwhile, the survey conducted an investigation on 162 kindergarten beginning teachers under various running systems in shanghai. By means of Factor Analysis, One-way ANOVA and T-test, the study analyzed and explored the characteristic and influential factors of teachers' adaptation, drawing the following conclusions :(1) The general characteristics of kindergarten beginning teachers' adaptation are related to such internal factors as professional background, experience, as well as such external factors as interpersonal relationships, kindergarten culture and etc. The factors are represented in six aspects: self-adjustment, career identity, colleague corporation, job promotion, relationships with others and kindergarten culture.(2) In general, the adaptation of kindergarten beginning teachers in Shanghai was in an average situation, which was featured as followed: the adaptation level of group of 1-2 teaching year was relatively high, while group of 1 teaching year and below was the lowest and the difference between these two groups was significant. On the various dimensions, each group had significant difference in "career identity" and "kindergarten culture". With regard to "career identity", group of 1-2 teaching year was relatively high, while group of 1 year and below was the lowest. As to "kindergarten culture", group of 2 teaching years and above group was relatively high; group of 1 year and below was the lowest. There was a turning point shown for the group of 1-2 teaching year, indicating that this stage is the critical period for beginning teacher's adaptation.(3) The factors influencing kindergarten beginning teachers and their adaptation showed some characteristics: Firstly, Xing Jian Polytechnic College, ECNU, SHNU and other schools had significances, especially between Xingjian and ECNU. Secondly, degrees of bachelor and below had significances. Thirdly, various levels of kindergarten had significances. Fourthly, higher level position had significant impact on teacher's adaptation. At last but not least, the adaptation level between beginning teachers of public kindergarten and private schools was not as significant as it was acknowledged.The purpose of this study was to compare analyzed data and actual situation, deliver correspondent proposals to help beginning teachers adapt to the changes of their roles, career lives, job requirements and achieve their professional growth as soon as possible.