Research On The Spatial Distribution Of Preschool Teachers' Resources And Its Influencing Factors In Shenyang From The Perspective Of Education Equilibrium

The balanced development of preschool education is an important part of the balanced development of education.As the backbone of improving the quality of preschool education,the rationality and balance of preschool teachers are directly related to the sustainable development of the quality of education and the key factor to promote the balanced development of preschool education resources.This study investigates and analyses the spatial distribution and influencing factors of preschool teachers' resources in Shenyang through interviews,questionnaires and natural breakpoint classification.The results show that:1.The overall situation of preschool teachers in Shenyang is better.The preschool teachers in Shenyang are in an unbalanced state in gender structure,educational background structure,employment structure and Title structure,and in a balanced state in age structure,teaching age structure,salary structure and professional structure.2.There are differences in the nature of kindergartens in Shenyang,which are as follows:(1)public kindergartens have better quality kindergartens than private kindergartens;(2)private kindergartens tend to be younger than public kindergartens.3.There are differences in the spatial distribution of preschool teachers in different areas in Shenyang,which are as follows:(1)the number of novice teachers in new urban areas is the largest than that in other urban areas;(2)the level of qualifications in central urban areas is the best than that in surrounding urban areas;(3)the overall level of teachers in Huanggu District is higher than that in other urban areas.4.The five dimensions that influence the distribution of preschool teachers in Shenyang have significant differences in different demographic variables:(1)career development factors have significant differences in education and employment structure,and extremely significant differences in age,teaching age and salary;(2)working conditions factors have significant differences in age,employment structure and nature of kindergartens,and there are extreme differences in wages.There are significant differences among the factors of management in the kindergarten;(3)there are significant differences in school age,wage and employment structure;(4)there are significant differences in education,age,teaching age,employment structure andnature of the kindergarten;(5)there are significant differences in age and teaching age among regional environmental factors,employment structure and kindergarten nature.There are extremely significant differences in quality.According to the above results,the researcher puts forward countermeasures and suggestions from four aspects: breaking barriers in gardens,strengthening communication and cooperation;rationally distributing and compiling,ensuring education equity;giving full play to regional quality and attracting excellent teachers;clear career planning and reasonable choice of gardens.