Research On The Survival Status Of Preschool Teachers Of National Poverty Counties

Kindergarten teachers are one of the main bodies in the development of preschool education.The quality of preschool teachers directly affects the quality of preschool education.The survival status of preschool teachers is related to the stability of kindergarten teachers.Due to the weak economic foundation,the shortage of kindergartens,and the lack of faculty resources in impoverished areas,the development of pre-school education has been slow for a long time.The construction of kindergarten teachers is poor,and the quality of teachers’ life is worrying.Paying attention to and improving the survival status of preschool teachers in poverty-stricken areas is the key to improving the quality of preschool teachers in impoverished areas.It is also the only way to establish a good kindergarten teacher team in impoverished areas,and it is also a need to promote balanced development of preschool education.Based on the theory of education equilibrium,Maslow’s hierarchy of needs theory,and X theory-Y theory,this study uses questionnaires,interviews,and literature research methods as research methods,from salary treatment,social welfare,and work environment.Employees,working hours and content,work pressure,occupational identities,and professional development were surveyed in 270 preschool teachers,five kindergarten managers,and three county education bureau staff in C County,and they were based in C County.The status quo of the teacher’s existence,analyzing the problems and factors of his existence.From the survey results,there are mainly the following problems in the survival status of preschool teachers in C County.First,the salary of preschool teachers is too low,the salary and benefits are unreasonable,and the welfare protection is not perfect.Second,the overall working environment of preschool teachers is not perfect.The third is that preschool teachers,especially non-educated teachers,have a low social status and a low degree of recognition between friends and relatives.Fourth,preschool teachers have poor communication with parents,and it is difficult for parents to identify with them.Fifth,young children There are few opportunities for teacher training,and there is little room for professional improvement.Sixth,early childhood teachers are deeply tired and anxious about work,and occupationalloyalty is not high.Seventh,the professional development goals of early childhood teachers are vague,contradictory,and they are in the status quo.There is no action plan.This paper analyzes the reasons from the four aspects of the state and government,local education authorities,kindergartens and preschool teachers,and puts forward recommendations accordingly: the state and the government must speed up the implementation of preschool education legislation,strengthen preschool education supervision and management,and improve the quality of preschool teachers.Plus pre-university education financial investment to ensure the healthy operation of kindergartens;promote positive cases of preschool education,guide the whole society to form an atmosphere of respect for preschool teachers,ease teacher pressures,improve preschool education environment;promote equal pay for equal work,reduce preschool teacher treatment differences,and improve preschool teachers Status;The local education department should improve the structure of kindergarten teachers in C County,promote the balanced development of urban and rural teachers,strengthen kindergartens to carry out inter-provincial exchanges,and promote the coordinated development of kindergartens;kindergartens should speed up the transformation and upgrading of kindergartens and improve the kindergarten management system.Teachers’ evaluation can broaden the development space for preschool teachers and solve their difficulties.Preschool teachers should be able to adjust their professional mentality,enhance their sense of self-efficacy,improve their abilities,and establish awareness of rights protection.