Study On The Occupational Survival Status Of Kindergarten Teachers In Xinjiang Area

Preschool education is an important part of basic education,and it is the basic stage of school education and lifelong education in China.As a teacher,preschool teachers are the key to the development of preschool education and the improvement of the quality of education.The improvement of the quality of education lies in the improvement of the quality of teachers.Preschool teachers are the main body of education.Every action,action and expression of teachers during the focus on work will affect the development of children.Therefore,in order to improve the quality of preschool education,we must improve teachers' professional quality of life.This study will focus on the occupational survival status of preschool teachers in Kazakh Yining County,Yili,the Xinjiang Uygur Autonomous Region.This study adopts the research methods of quantitative and qualitative,from the working environment(physical environment and spiritual environment),the five aspects of wages,social status and professional development perspective,through self-designed questionnaire "Yining County kindergarten teacher occupation living status questionnaire" and interviews,conducted a survey of 382 preschool teachers in the Xinjiang Uygur Autonomous Region Kazak Autonomous Prefecture of Yili Yining County,and the data were collected and statistical analysis by SPSS20 software,occupation survival state of Yining County kindergarten teachers were studied and analyzed deeply.The results shows that there is a large proportion of non-prefessional preschool teachers with a low educational level;Kindergarten teachers have low social status(low salary and low prestige);In the border areas,the material environment is good and the teaching facilities are complete,but the spiritual environment needs to be improved-the lack of humanized management in the kindergarten,the low harmonious relationship between the teachers and the staff,the insufficient staffing,the heavy work load,the long working time and the heavy work pressure;Kindergarten teachers lack the understanding and support of their families;Although there are many training contents and rich contents in autonomous regions,there is a lack of pertinence in ethnic areas,resulting in poor training results.Teachers' opportunities for training are not balanced,and continuing education is not valued;Teachers' motivation for professional development is not strong.On this basis,the researcher put forward suggestions from five aspects:(a)Increasing public opinion publicity to improve the professional status of kindergarten teachers in the border areas;(b)The government and the educational administrative departments should pay more attention to preschool teachers: strengthen the legal protection of preschool education,clarify the identity of Preschool teachers,and implement the system of admission of Frontier teachers,expand the training of preschool normal students,to adjust the financial distribution of preschool education,to improve the salary of kindergarten teachers,to adjust the training mode of kindergarten teachers to promote national cultural exchange and to promote national communication;(c)The rational adjustment of management mode in Kindergartens: democratic management,confidence building,friendly environment,and promotion of teaching.Communication between teachers;(d)Balance the relationship between the family and work,gain understanding and support;(e)Promote the professional development and face the professional social status: to develop the vision,improve the professional level,face the professional status,and learn to self-regulation.The author hopes to show the epitome of Yining County kindergarten teachers' real living conditions,more and more people pay attention to the quality of survival groups in Yining preschool teachers of the disadvantaged,understand their occupation status and inner world,so as to improve the teachers' occupation survival status and quality of the preschool teachers' work and life in Xinjiang district.