Sociological Study Of Beijing's Private Kindergarten Teachers' Professional Identity

Kindergarten teachers'professional identity is that the teacher makes sure of relationship between "myself" and the social role--"kindergarten teacher", is that of the professional recognition. Professional identity provide inherent power for teacher's development。This research stands on the perspective of sociology, and takes the private kindergarten teachers as the object of study, explore its professional identity status; and the related social environment.This study use mixture of research way that combining quantitative and qualitative by multiple deploying literature research, questionnaire and interview method. Based on the tool of questionnaire, through the method of investigation and analysis, this paper is aimed to reveal the present situation of the professional identity of private kindergarten teachers in Beijing. Then analyze the reason of the difference and give the suggestion of private kindergarten teachers for revolution of education.The following conclusion can be drawn:1. The overall level of professional identity private kindergarten teacher in Beijing is higher.2.Beijing private kindergarten teachers'professional identity exit significant difference because it is influenced by variables factors such as length of teaching,the education background, salary and position:Teachers with 11 years to 20 years teaching experiences have the higher professional identity than teachers who have teaching experiences less than 10 years; teachers with master degree have the highest professional identity, the better the education background is, the higher the professional identity is; those whose income above 4000RMB are regarded to be the highest level of their professional identity, while those whose income less than 2000RMB are the lowest level; the professional identity of principals are higher than others, assistant teachers have the lowest professional identity; there are significant different in professional identity between teachers with professional title and without professional title, teachers with professional title are higher professional identity; teachers who have ever worked in public kindergarten are higher degree professional identity than teachers who have never worked in public kindergarten.3. The professional identity of Beijing private kindergarten is no difference in terms of "Beijing household" and "major"Difference that referred above is relate with the nature of private kindergarten, the influence of significant others and teacher-based professional development. To improve the degree of teachers' professional identity, Beijing private kindergarten teacher give their suggestion:firstly, authority should support and manage private kindergarten teachers for their professional development; secondly, essentials social support should been given to private kindergarten teachers as well.Based on the above study, researchers reflected on three aspects:study design, respectively research process, research conclusion, and referred to characteristics and innovation of this study while points out some defects and deficiencies.