The preschool teachers of non-preschool major refers to the teaching staff working in the kindergarten whose major is non-preschool education major and never get the systematical training of preschool education major in technical secondary schools, junior colleges and universities. Lacking the technical knowledge and ability, their amateur background is an obstacle for their career. Professional development motives are the motive force of development for their professional skills. Treating the process of professional development with passion and active attitude, the preschool teachers would enhance their professional skills and improve educational quality. Professional development motives make a great significance for the professional development of preschool teachers of non-preschool education major and improvement of educational quality.This paper divides the professional development motives into three dimensionalities that are education-based motives, study-based motives, and individual-based motives according to the purpose orientation of professional development activity. This thesis makes up two questionnaires:questionnaire of professional development motives of non-preschool education major preschool teachers, and questionnaire of professional development motives of preschool education major preschool teachers. The questionnaires investigate non-preschool education major preschool teachers in six state-run kindergartens and six private kindergartens in seven districts of Xi'an. It uses SPSS17.0statistical software to make descriptive statistics and inferential statistics, makes combination of content of the questionnaire, achieves the current situation and influential factors of non-preschool education major preschool teachers, and puts up the relative suggestions and stratigies.The findings of the thesis are the follows:(1) The general motives level are comparatively high of the non-preschool education major preschool teachers'professional development. However, there are multi-dimentional diversities for the individual professional development motives. Concretely speaking, such kind of teachers possess highest study-based motives, lower education-based motives, and higher individual-based motives.(2) The influencing factors for the dimentionalities of non-preschool education major preschool teachers' professional development motives are prejob factors and injob factors. The injob factors include explicit factors and concept factors.The single factor has different influence on dimentionalities of professional development motives. In addition, academic diplomas, the category of the kindergarten, staffs' position, and manning scale don't have obvious influence on such teachers' professional development motives.(3) In order to promote the non-preschool education major preschool teachers' motyives, it proposes five suggestions and strategies. Improve the selection and appointment system for the non-preschool education major preschool teachers; emphasize the prejob and injob training for the non-preschool education major preschool teachers; strengthen the cooperative cluture and educational research atmosphere in the kindergarten; establish management and evaluation system for the teachers demoncratically and developmentally. |