Research On The Status And Promotion Strategy Of Professional Autonomy Of Kindergarten Teachers In Nanchang

As a professional and professional,teachers should have the right of professional autonomy.Teachers' professional autonomy refers to the right of teachers to make their own professional judgments in their professional fields and complete their work tasks without interference from others.But in practical work,kindergarten teachers generally reflect that their work is interfered and restricted by various aspects,such as kindergarten's high-pressure management,parents' questions,colleagues' incomprehension and non cooperation,etc.,which leads to teachers' complaints that they are "led by the nose",the creativity and autonomy of education cannot be exerted,and the professional autonomy of teachers cannot be guaranteed.Therefore,this paper questions this question In depth research.This study adopts the methods of literature,questionnaire and interview to study the current situation and influencing factors of kindergarten teachers' professional autonomy.In this study,333 public and private kindergartens in all districts of Nanchang City were randomly selected,and 330 effective questionnaires were collected,with an effective recovery rate of 99.10%;11 kindergartens were randomly selected from Nanchang City for in-depth interviews,covering two types of public and private kindergartens,with teaching ages ranging from 1 to 32 years.The results show that: the overall level of professional autonomy of kindergarten teachers in Nanchang is higher than the middle level;but the internal dimension level of professional autonomy of teachers is not balanced,among which the score of educational dimension autonomy is the highest,the score of kindergarten management autonomy is the lowest,and the individual development dimension autonomy is fair.At the same time,the difference analysis of the data shows that: the level of teachers' professional autonomy in public parks is significantly higher than that in private parks;teachers' educational background and professional autonomy are positively correlated;there is no significant difference in the level of teachers' professional autonomy in different majors;teaching age and teachers' professional autonomy are positively correlated.From the current investigation,we can find that there are the following problems in the current situation of kindergarten teachers' professional autonomy: the size of autonomy does not match the ability of teachers,and the right is granted in a "one size fits all" mode;the kindergarten management dimension autonomy is missing,especially the administrative participation autonomy is extremely missing;some teachers are lack of internal drive,and the individual development autonomy is difficult to implement in practice.This paper discusses the influencing factors of kindergarten teachers' professional autonomy.Firstly,35 teachers are interviewed in advance to explore the content of the influencing factors.After the preliminary sorting of the results of the pre interview,the influencing factors are divided into internal factors and external factors.On the basis of factor division,a large-scale questionnaire survey and sampling formal interview were conducted.It is found that: among the internal factors,self-awareness is the premise of professional autonomy,and self-determination ability is the basis of professional autonomy.The four external factors that affect kindergarten teachers' professional autonomy are: the limitation of their own teaching level,inadequate teacher training,parents' disapproval and support,and colleagues' disapproval.In view of the existing problems of kindergarten teachers' professional autonomy in reality,this paper puts forward the promotion strategies: to improve the awareness and ability of kindergarten teachers' professional autonomy,to provide internal support for professional autonomy;to improve the system of participation in kindergarten affairs,to build space for the exercise of professional autonomy;to strengthen the professional training of kindergarten teachers,to provide protection for professional autonomy;to encourage teachers and parents to strengthen communication,to provide professional autonomy Reduce resistance,promote cooperation and learning among teachers,and provide impetus for professional autonomy.