Research On Teaching Staff Management Of Private Kindergarten In Zhengzhou City

As an important part of China’s pre-school education, private pre-school education plays an important role in the development of China. Recalling the development of Chinese non-governmental pre-school education, private pre-school education in China has became the subject of pre-school education in China. While in the growing scale of private kindergarten, so many problems come out, such as inefficient management and poor teaching quality, these problems serious constraints on the development of China’s private kindergarten, which issue is management of private kindergarten teachers become the bottleneck restricting the development of private park.As the core of economic planning of the Central Plains city, Zhengzhou city’s development potential immeasurable. To foster healthy and sustainable development of private schools, Zhengzhou City Government has issued a series of preferential policies for enabling of kindergartens and private kindergartens, development of private kindergartens in Zhengzhou city has entered a golden age. However, through research found Zhengzhou private kindergarten teacher team status has young and female accounted for led, and a job suited to one’s special training rate high but qualifications level lower, and teachers qualification card holds rate does not high, and salary treatment poor, and work enthusiasm does not high, and career identity sense poor, and teachers of independent learning capacity poor, features, teacher management process in the in teacher appointment, and welfare salary set, and teacher training, and incentive mechanism, and performance evaluation, and teachers professional growth, and employment relationship seven large core area exists all insufficient and problem. There are many facts attribute the problem. Firstly, government management insufficient understanding of the importance of the private kindergarten, preschool education fiscal funds unfair distribution, government management imbalances and the absence of government supervision, Second, kindergarten management level:the "rule of man" is more than "the rule of law", administrator management concepts backward, private kindergarten teachers management system construction lag, the private kindergarten single financing channel; Finally, preschool teacher education level:some areas blindly promote education level that preschool teacher education appeared fault, unqualified staff training institutions, staff quality serious decline, teachers colleges and universities curriculum lag. The three parties, all kinds of factors caused the private kindergarten teacher in Zhengzhou city management problems.To break through the bottleneck problems restricting private kindergarten teacher in Zhengzhou city management, must be human-oriented management concept into daily teaching management process, the competent government departments, private kindergarten administrators, preschool teachers together, together, work together to solve the problem of private kindergarten teachers’management of Zhengzhou city.First of all, the relevant government departments should correct consciousness and strive to increase the private garden of financial education funds investment, bold not at preschool teachers and personnel system reform, at the same time, strengthen the legislation of preschool education, improve the early childhood education legal system. Second, run by the kindergarten managers make the link with gentleness, teachers of "just" good teachers "entry clearance","soft" multi-pronged reduce teachers’liquidity; Teacher’s salary design based on the principle of the incentive for this, according to the relevant national laws and regulations, establish a combination of short-term incentive and long-term incentive compensation structure, realize the reward is clear; Teachers training adhere to the people-oriented, through formulates plans for the development of teacher training and introduction of a variety of training content, and tries to widen the channel of the training, through training effect of feedback in a timely manner and training work; Implementation of teacher incentive strategy to improve the occasion, in combination with characteristics of teacher career development stage, the integrated use of material incentive and spiritual incentive; Performance evaluation for teachers should based on the principle of objective and fair, adhere to the appraisal main body, combined with the performance feedback interview assessment results; Teacher’s professional development to achieve a win-win situation, the teacher must be good at seize the garden provides various training, implement active growth; Employment relations efforts to create a harmonious and equal atmosphere. Finally, preschool teacher education system should have the courage to reform, restructuring of preschool normal education resources, update the preschool education curriculum system, the realization of preschool teacher education advancing with The Times.