Investigation And Research On The Professional Well-being Of Kindergarten Teachers In Lhasa

Education is an important activity that affects the physical and mental development of individuals.Preschool education is the foundation of a person’s lifelong learning and growth,and has a great impact on the development of individuals.Therefore,the significance and importance of preschool education is undoubtedly self-evident.Therefore,as the leader and helm of preschool education,preschool teachers’ professionalism and happiness are not only related to the happiness of family and society children and the progress of preschool education,but also have a great impact on the harmonious development of society.Although our country vigorously promotes the reform of education and teaching and pays full attention to the scientific research field of kindergarten and family education,the training of kindergarten and family teachers is still a "short board".The results of relevant investigation and analysis show that preschool teachers are in a vulnerable group in basic education in the psychological field of primary and secondary school students,and their professional happiness is still not high.In order to deeply analyze and understand the present situation of the kindergarten teachers’ happiness in professional life in Lhasa,we investigated the kindergarten teachers in Lhasa by interview and questionnaire.Through questionnaire survey and individual interviews with teachers,it is found that the professional happiness level of preschool teachers in Lhasa is at a medium level.About 200 preschool teachers from 10 kindergartens in Lhasa were selected as the research objects,and the status quo and influencing factors of professional happiness of preschool teachers in Lhasa were investigated.According to the investigation results,the corresponding analysis and countermeasures are put forward.In addition,there are significant differences in teachers’ professional happiness in terms of ethnic group and educational backgroundThere are five reasons why the happiness of preschool teachers in Lhasa is at a medium level: first,salary;Second,low social status and high social expectations are the social reasons for low happiness;Third,the lack of teachers’ professional development opportunities and unreasonable teacher evaluation mechanism are the reasons for the low happiness at the school level;Fourth,low professional identity and interpersonal relationship are the personal reasons for the low level of happiness;Fifthly,the parents’ level of happiness is low due to the uncooperative parents and the relationship between teachers and parents.In order to further improve the professional happiness level of preschool teachers,this paper suggests: improving the salary level of teachers;We should provide social support,create a good environment and establish a reasonable expectation of teachers’ roles;Teaching and living conditions should be improved to ensure material and spiritual welfare;Create opportunities for teachers’ further education,promote teachers’ professional development and establish a scientific evaluation mechanism;We should establish a correct professional view,adjust a good mentality and continuously improve the professional level;Parents’ understanding and cooperation.