A Study On The Occupational Expectation Of Kindergarten Beginning Teachers

After the successful implementation of the two-round three-year action plan for preschool education,the problem of "difficulty to enter the park" was basically solved.Since 2017,various regions have promulgated and implemented the third-year three-year action plan for pre-primary education,which is oriented towards "improving quality." Teachers are the key to improving the quality of preschool education.The professional expectations of new teachers in kindergartens are related to the stability and subsequent development of the teaching staff,and have great research value.A kindergarten teacher is a teacher who has obtained a teacher qualification certificate and is engaged in nursery education for less than three years.Career expectations are personal career ideas,including specific career goals in terms of economic,development,environmental,and prestige status.At present,domestic and foreign studies on kindergarten teachers have reached a basic consensus on the characteristics of professional development,and acknowledged that the development of kindergarten beginner teachers has special characteristics;research on career expectations,but there are still some issues worth further deepening,especially the need to strengthen the kindergarten A targeted study of career expectations of new teachers.Based on the theoretical basis of Maslow's hierarchy of needs,career development career theory,and Froom's expectation theory,this study divides career expectations into three dimensions: salary,development,and prestige.Then,420 kindergarten beginners in S province are investigated through a questionnaire The professional expectations of teachers and 216 non-beginner teachers.Interviews with9 new teachers,5 non-beginner teachers,and 3 principals.The results show that:(1)the professional expectations of new teachers in kindergartens are generally positive and stable;Salary expectations are urgent;development expectations are contradictory;reputation expectations are delayed.(2)The influential factors of the professional expectations of new teachers in kindergartens are personal factors and working factors;personal factors include: gender,age,marriage,education;working factors include: teaching age and establishment.(3)Through the professional expectations of beginning teachers in kindergarten,it is revealed that the professionalexpectations are too ideal,and there are some deviations in the realization of professional expectations.The main reasons for these problems are: the construction of the security system is not perfect,the corresponding supporting facilities are not perfect,and the vocational career management ability of the kindergarten is not enough.In order to effectively adjust the professional expectations of beginner teachers in kindergartens and build a stable number of kindergarten teachers,they need to be improved from four levels: social environment and macro policy,normal colleges,kindergarten management,and beginner teachers themselves: social environment and macro policy It is necessary to guide the change of ideas,provide promotion opportunities,improve the salary system,and strengthen policy promotion;normal colleges must take root in professional competence,strengthen vocational education,and provide precise employment guidance;kindergartens must recruit teachers who fit the teacher,lead teachers' development,establish communication channels,and create Positive atmosphere,reasonably meet the needs;new teachers in the kindergarten themselves should choose to fit the park,properly communicate needs,reasonably adjust expectations,and improve themselves.