A Study On The Relationship Between The Professional Development Of Kindergarten Teachers In Shanghai And The Kindergarten Atmosphere And Teacher Efficacy

In recent years,the number of private preschool has grown rapidly,while the quality of preschool teachers is obviously insufficient.With the attention of the public,private preschool teachers' construction has been gradually improved.Researchers increasingly pay more attention to teachers' professional development.Their perspectives are not limited to professional development itself,but are linked to other factors.The first research found that the basic situation of teachers tends to be good and the level of professional development has been improved.The diversity exists in the method of the acquirement of the teacher certification on the preparation level of the teachers' professional development.The promotion level of teacher professional development was positively related with preschool climate.The second research is on the basis of the first one,to explore the relationship among private preschool teacher professional development,preschool climate and teacher efficacy.The research results show that the preschool climate,the promotion level of teacher professional development and teacher efficacy are closely related.Preschool climate can affect teacher efficacy through the promotion level of teacher professional development.The study results show that the preschool climate,the level of teachers' professional development and teacher efficacy are closely related to each other;the number of years of service varies in terms of teacher efficacy,and is under control.Under the condition of the number of years of service,the level of teachers' professional development plays a role in the mediation between preschool climate and teacher efficacy.At last,this paper integrated the findings of these two researches and made summarizations and discussions basing on government policies and current trends.