A Research On The Current Situation Of Rural Preschool Teachers’ Professional Identity In Northern Anhui And Its Promotion Strategy

“Encyclopedia of Psychological Counseling” says that “professionalidentity means an individual’s perspective for its professional target, social value andother factors is in accordance with the society’s expectation and evaluation.” As anvery important part of preschool teachers, the rural preschool teachers’ professionalidentity has significant meaning to their own career and the rural preschool educationdevelopment.“Guidance on preschool education reform and development” released by theMinistry of Education on April4th2013provides the standard for rural preschooleducation development direction and the teachers’ treatment issue to follow. As avulnerable part of preschool teachers, the rural preschool teachers’ professionalidentity affects its team stability and education quality. Therefore, the research ontheir professional identity can not be ignored.The main research methods used are literature method, questionnaire method andinterview method. Among which, by using the questionnaire survey of Ding Jie’s"preschool teachers’ professional identity questionnaire", the survey is conductedbased on the three different dimensions of professional insight, sense of professionalinitiative and sense of professional profit, acknowledging that the overall status ofrural preschool teachers’ professional identity in Northen Anhui is generally good,among which the professional initiative is on top, followed by professional insightand sense of professional profit. Through the interview research made on ruralpreschool teachers in parts of Northern Anhui, and the analysis of their influentialfactors, we find the main factors are career prospects, teachers’ training, professionalknowledge and skills,"elementary school" teaching mode, relationships, income level,geographic location, kindergarten facilities. Based on the investigation, a promotion strategy is made on three different levels of government, kindergarten and individual.The government level mainly includes increasing investment, improving laws andregulations, better supervision; the kindergarten level mainly includes improving theworking environment, increasing training and communication opportunities,improving teachers’ post and profession, implementing incentive system strengtheningcooperation between family and kindergarten; the individual level mainly includesstrengthening the professional recognition, proper self-evaluation and correction,establishing right career goals, studying professional knowledge and skills, improvingtheir own quality and personal relationship. The rural preschool teachers’ professionalidentity in northern Anhui can be improved through the implementation of the abovestrategies.