Research On Self-consciousness Of Private Kindergarten Teachers’ Professional

With the vigorous development of private kindergarten, the private kindergarten teachers has become an important force in the development of preschool education major in China.It is urgent how to promote the professional development of private kindergarten teachers what is an important problem to improve the quality of pre-school education in our country.And the problem is an important subjects were concerned. Teachers’ professional self awareness is the first step in the growth of professional teachers in the professional development and also is the source of power.This study selected 273 students in part of Heilongjiang province private preschool teachers as samples, I use the literature research method, survey research method and data analysis to research the relevant theory of teachers’ professional self awareness so that making formed preliminary understanding on Teachers’ professional self consciousness. To grasp the level of private kindergarten teachers professional self consciousness and the existence question and to analys the influencing factors. The theoretical and empirical analysis based on the results of feasibility of the proposed strategy, so as to promote the development of private kindergarten teachers professional self consciousness.Firstly, based on the literature carding, defining the concept of preschool teachers professional self consciousness,it refers to the preschool teachers engaged in professional work in the process of self awareness, professional experience and regulation, which includes professional self knowledge, professional self satisfaction, professional self value sense and professional self regulation.Secondly, according to the status quo of description statistics and Analysis on the differences, generally high levels of private kindergarten teachers professional self consciousness, the professional self development level is the highest value; the teachers work in city and the teachers work in country in the professional knowledge of the self existence difference and the sense of self value; 29-33 age of teachers and other age differences exist bachelor’s degree of self adjustment; college degree and above with teachers have difference with other lower degrees; there are differences from teachers and other 7-25 years seniority teachers in the professional self-regulation; transfer and professional teachers self consciousness exist significant differences. Analysis of teachers’ professional self awareness problems is: urban and rural private kindergarten teachers professional self regulation ability is low, mainly reflected in the above 50 years of age and seniority in the 4-6 years of teachers; rural private kindergarten teachers professional self awareness and sense of self-worth is low; transferred teachers professional self consciousness level is low.Thirdly, by using correlation and regression analysis technology, found that there is a deterministic dependency of professional self consciousness and social, kindergarten and teachers’ own factors. The social factors that the social status of teachers affect professional self-awareness and self – satisfaction and post training influence teachers’ professional self adjustment ability. Kindergarten factors, organization atmosphere on teachers professional self satisfaction effect; incentive mechanism for teachers’ professional sense of self satisfaction influence. The professional occupation burnout influence teachers’ self satisfaction in the teachers’ own factors; reflection habits influence teachers’ professional self adjustment ability; education idea influence old teachers professional self awareness.Finally, put forward the promotion strategy and provide adequate post training opportunities to improve the social status of preschool teachers in terms of the society; In the kindergarten, not only carry out teaching research activities based kindergarten and to incentive mechanism of teacher professional development but also create a good atmosphere of mutual. In the teacher’s own hand, changing concepts of education, improving the professional knowledge of the self; cultivating the sunshine state of mind, enhancing the professional self satisfaction and to form the habit of reflection are important to improve the professional capability of self adjustment.