Professional Development Vision Under Preschool Teachers Teaching Efficacy

By the methods of qualitative research and quantitative research,this study aims at probing into the status of teaching efficacy of kindergarten teachers and the differences of each various and interaction between two variables.Then researcher analysises the reasons for the differences.This study can optimize the environment for the growth of kindergarten teachers,improve the teaching efficacy of kindergarten teachers, and provide a theoretical basis for the professional development of kindergarten teachers.First,based on the literature analysis and grasp of the research priorities,researcher choiced the Teachers'Sense of Efficacy Scale as a reference blueprint,which was developed by American psychologists Tschannen and Moran (2001).Then combining with the researcher's investigation deeply, which used several methods such as interview and open-ended questionnaire. researcher finally got a teaching efficacy Scale of kindergarten teachers(TES)which had excellent adaptability and flexibility, and had verified that the structure of teacher efficacy included four dimensions as"efficacy in instructional strategies"(EIS),"efficacy in classroom management"(ECM),"efficacy in student engagement"(ESM)and "efficacy in teaching design"(ETD)Researcher investigated kindergarten teachers by using the teaching efficacy Scale of kindergarten teachers to test the hypothesis that the difference of each dimension of teacher efficacy on,teaching length, educational background,age classes,kindergarten level,pre-vocation intention of occupational selection and the interaction between them.The Results are followes:Revision on Teacher Efficacy Scale met the psychometric criteria. The scale was found to have acceptable reliability and validity and suitable for population of this study object, which could be used as the instrument to measure the level of teaching efficacy of kindergarten。The differences of TES scores of kindergarten teachers on teaching length were significant, which showed an increasing tendency with the increase of teaching years. Among them, teachers'TES scores of 5-teaching-year group were significantly higher than those of teachers in other groups.The differences of TES,EISand ESM scores of kindergarten teachers on age class were significant.The differences of TES,EIS, ECMand ESM scores of kindergarten teachers on title were significant. The differences of TES,EIS,ECM,ETDand ESM scores of kindergarten teachers on the level of kindergarten were significant.The interaction between teaching length and educational background of TES,EIS and ETD scores of kindergarten teachers was significant.The interaction between the level of kindergarten and educational background of TES,EIS and ETD scores of kindergarten teachers was significant.In order to increase the positive influence,the researcher brought out several recommence as follows:Establish a new training model to optim of pre-professional curriculum;Improve the job classification system for kindergarten teachers; it is necessary to attach importance to pre-kindergarten teacher education, but also attach importance to the post of teachers in early childhood education; Enhance the social status of teachers and early childhood professional identity;Seek opportunities to promotionkindergarten teachers exchange with experts;Rational allocation of educational resources;Meet the development needs of teachers.