| Since the practice of the reform and opening up policy, great changes have taken place on the structure of Chinese preschool education. There appeared various schools run by social support, especially private kindergartens which have obtain vigorous development throughout the nation. After the promulgation of the Private School-running(1997) and the Private Education Promotion Law of PRC(2002), private kindergartens have sprung up all over China. According to the Provisions of Shandong Province on Preschool Education promulgated in 2014, People's government above county level shall encourage the social forces to hold pre-school education institutions in various forms, and support the development of private pre-school education institutions. Private kindergartens, as a supplement to public kindergartens, effectively make up for the deficiencies of the latter ones and meet the diverse needs of pre-school education, thus promoting the overall development of it. With the continuously enlarging scales and growing number of private kindergartens, the number of its teachers has been steadily increases. Preschool teachers play an irreplaceable role during the children's growth process and those people and the quality of the team is the main factor to decide the quality of preschool education, while, the teachers' professional identity is also a decisive factor to measure its quality. However, by the influence of relevant factors like wages or social status, professional identity of most preschool teachers is not strong which leads to psychological tiredness to their jobs. This will adversely affect their teaching, thus not only affecting the construction and development of the team, but the children's physical and mental development. Therefore, it is particular important to pay attention to preschool teachers' professional identity.Based on the relevant researches and theories of teacher's professional identity in China and abroad, this study conducted a sample survey in 158 preschool teachers of private kindergartens in Jining area by using the method of literature review, questionnaire survey and interviews. And then with the factor analytic method, test of correlation and other statistical methods the author further analyze and explain the factor influencing preschool teachers' professional identity, and gives out corresponding solutions in the end.This thesis is divided into three parts in structure:In the first part, the author mainly investigates the present situation of preschool teachers' professional identity. The investigation shows that total professional identity level of preschool teachers in Jining area is low and different influencing factors will lead to different identity levels. Teacher under 25 have a significant higher level than that of 35-40, and teachers with bachelor degrees are higher than that of technical secondary school background. Meanwhile, teachers' with less than one year's seniority have higher professional identity level than that with 11 to 15 years' seniority. Finally, teachers who hold the senior preschool education title have significant high identity level than that of non title.In the second part, the paper analyzes the reasons of low occupation identity. By using the method of literature review and interviews, the author gives out its conclusion from three main aspects including social, private kindergartens and individuals' factors. Along with a low social status of preschool teachers and a lack of government's investment for the construction of private teachers' team, parents are having too high expectations for those preschool institutions. Meanwhile, other objective factors like not scientific systems, the preschool teachers' age, seniority, and title, or subjective ones like weak independent professional development consciousness also exacerbate the problem.In the final part, the author puts forward pertinent suggestions to improve preschool teachers' professional identity according to the above reasons: creating a good social atmosphere, increasing government investment, perfecting the management system for private kindergartens and improving the quality of preschool teachers. |
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