A Study On The Relationship Between Personality Types And Professional Development Motivation Of The Non-preschool Professional Preschool Teachers

Since the implementation of the National Teacher Qualification Examination in 2011,a large number of non-preschool professional candidates have obtained preschool education qualifications in the field of preschool education,which greatly eased the serious shortage of preschool teachers.The “National Examination” is the primary threshold for non-preschool professional candidates to enter the field of preschool education in the future.Understand the development status of non-preschool professional teachers in this context.It is helpful for the teacher qualification examination system and the kindergarten employment system,and it also benefits the non-preschool major teachers,the long-term development of teachers.This study sorts out the theories and research on MBTI personality theory and teacher professional development motives.Based on the existing research,it combines the interviews with kindergarten teachers to compile a Questionnaire on the Motivation for the Development of Non-Preschool professional Preschool Teachers,and uses the MBTI-M version.Questionnaires and self-prepared questionnaires for 272 teachers in Hangzhou in the context of the "National Examation" under the different "National Examation" number of interviews,age,education,major nature,major type,age of teaching,kindergarten nature,preparation,titles and income of non-preschool The preschool teachers measured and analyzed the data through SPSS 24.0 statistical software,descriptive statistics,independent sample T test,chi-square test,correlation analysis,and regression analysis.The conclusions are as follows:(1)In the background of the “National Examation”,the type of personality of NonPreschool professional Preschool teachers is mainly ENFJ(teaching type),ESFJ(host type),and ISFJ(carer type),and they are extroverted(61%).The number of people(61%),thinking(58.8%),and judgment(65.1%)are mostly different.In addition,their personality tends to influence age,teaching age,preparation,professional titles,major types,nature of kindergartens,and number of interviews for the “National Examation”.(2)In the context of the “National Examation”,Non-Preschool professional Preschool teachers have strong professional development motives,of which the education-based motivation is the highest,the individual-based motivation is the second,the external force oppression motivation is the lowest,and the motivation level is affected by age,teaching age,Education,major nature,major type,preparation,nature of kindergarten,income,title,and number of interviews for the "National Examation".(3)Under the “National Examation” background,the professional development motives of Non-Preschool professional Preschool teachers have significant differences in the four dimensions of the MBTI personality type,of which the personality types are biased towards the dimensions of camber,intuition,emotion,and judgment.Teachers have a higher motivation for professional development.There is a significant correlation between the personality types of non-preschool major teachers and their professional development motivations.That is,personality types can predict the level of teachers' professional development motivation,but their predictive power is low.Based on the above analysis results,the author discusses the differences in personality types and professional development motives of non-preschool major teachers under the background of the current National Teacher Qualification Examination.Discuss the differences between the type of personality and professional development motives of this type of teacher.Why do some variable factors cause these differences? Are different personality types of teachers related to their professional development motivation?In order to promote the development of non-preschool major teachers in the field of preschool education in the future,suggestions were made from the kindergarten employment system,the national policy system,and the teachers themselves.Finally,this study presents a new perspective for related research on the professional development of non-preschool professional preschool teachers.However,the sample size in the study is not large enough.It lacks a quantitative comparison with preschool teachers and the demographic variables involved are not perfect.