The Mental Authorization And Professional Commitment Status Of Male Teachers And Countermeasures

For a long time,the lack of kindergarten male teachers has caused widespread concern and discussion in various sectors of society.With the increasing emphasis on the development of early childhood education and the training of male teachers by the government and society,there have been more and more male teachers who have applied for preschool education in kindergartens and graduated into kindergartens after graduation.In spite of this,the vast majority of kindergarten teachers in China still have a serious shortage of male teachers,and there is still a risk of further loss of male teachers after entry.Actively adopting effective policies and measures to continuously increase the number and quality of pre-service and post-employment male teachers is an important task facing preschool education in our country and in the future.Studies have shown that psychological empowerment and career commitment are the key factors affecting the individual's entry and retention.For male teachers,how their psychological empowerment and career commitments directly affect the number of kindergarten male teachers at present and in the future.Therefore,in-depth exploration of the current state of psychological empowerment and professional commitment of male teachers,as well as the actual relationship between male and female teachers' psychological empowerment and career commitments,and targeted measures and suggestions to maximize the entry of male teachers Intention to stay,in order to alleviate the long-term lack of kindergarten male teachers dilemma.In this study,pre-employment post-employment male teachers were selected as the subjects,and literature analysis,questionnaire survey,statistical analysis and interviews were conducted.Through the pre-service kindergarten teachers of Danyang Normal University,Nantong Teachers College,Nanjing Normal University and Luoyang Normal University,and 753 post-service male and female teachers in kindergartens in Zhenjiang,Shanghai,Suzhou,Chongqing and Henan.To investigate and research the status of the overall authorization of male teachers' psychology and career commitments,analyze the factors that affect the psychological empowerment and professional commitment of pre-service post-employment male teachers,and study the relationship between male teachers' psychological empowerment and career commitments and the intention to enter and leave.After more than six months of research,the conclusions are summarized as follows:1.Kindergarten male teachers' psychological empowerment and career commitment are at a medium level;2.Pre-employment male and female teachers' psychological empowerment and professional commitment were significantly different on demographic variables such as grade and volunteer choice.3.The psychological empowerment of pre-employed male and female teachers is significantly higher than that of post-employment,and career commitment is significantly lower than that of post-employment;4.The psychological empowerment and professional commitment of male andfemale teachers influence their intentions of entry and exit;5.The psychological empowerment and professional commitment of male teachers is higher than that of female and kindergarten teachers;6.The psychological empowerment of male teachers has a significant predictive effect on career commitments.Based on the above conclusions,the researcher takes the career planning theory,Maslow's hierarchy of needs theory,psychological empowerment theory,and professional commitment theory as guidance,starting from both the individual and external support,taking into consideration the pre-employment and position of male teachers.After the differences in the post-training situation,some countermeasures were proposed,such as raising the salary of male and female teachers,establishing a correct career outlook,and improving the pre-job training system.