Research On The Status Quo And Influencing Factors Of Self-directed Learning Of Kindergarten Teachers

In order to adapt to the rapid development of society,teachers must keep learning.Kindergarten teachers,as workers in basic education,must have relevant professional knowledge and skills.Self-directed learning is an important ability for teachers to achieve personal development and professional level improvement.Therefore,self-directed learning is of vital importance to kindergarten teachers.In this study,the combination of quantitative and qualitative research paradigm,using "Kindergarten Teachers Self-Directed Learning Questionnaire" as the research tool,577 kindergarten teachers were selected to conduct a questionnaire survey,and 18 kindergarten teachers were in-depth interviews,using SPSS20.0 to analyze the status quo of kindergarten teachers' self-directed learning.Find the problems of kindergarten teachers' self-directed learning.Nvivo11 pro was used to conduct a bottom-up qualitative analysis of the interview data,in order to explore the factors affecting kindergarten teachers' self-directed learning,and put forward suggestions for improving kindergarten teachers' self-directed learning.The results show that:1.On the whole,self-directed learning of kindergarten teachers is above middle level(M=3.89,SD=0.54),with scores from high to low in various dimensions: interpersonal cooperation,planning and implementation of learning behavior,evaluation of learning results,application of learning strategies,learning awareness and motivation.There are significant differences in the dimensions of kindergarten teachers' self-directed learning in different demographic variables: there are significant differences in learning awareness and motivation in age,marital status,educational background,learning atmosphere and learning motivation;There are significant differences in the application of learning strategies in age,education background and learning resources.There are significant differences in the planning and implementation of learning behavior in age,educational background,employment structure,professional title and learning time.There are significant differences in academic background,professional title and post in the evaluation of learning outcomes;Interpersonal cooperation has significant differences in educational background,professional title,participation in group learning and salary.2.The problems existing in the self-directed learning in kindergarten teachers is mainly manifested in the lack of self-directed learning motivation and consciousness,lack of self-directed learning plan system,self-directed participation group learning is relatively low,self-directed learning strategies is given priority to with the traditional way of self orientation,lack of learning evaluation of this a few aspects of the results.3.Through qualitative analysis,it is concluded that the influencing factors of kindergarten teachers' self-directed learning mainly include self-development,kindergarten support and social support.Among them,teachers' self-development mainly includes professional ability,development consciousness and development motivation;The concept,management and environment of the park are mainly included.Social aspects mainly include the guidance of educational policy documents,the backing power of family and the catalysis of social expectations.According to the research results,some effective suggestions are put forward to improve self-directed learning of kindergarten teachers.Teachers themselves should strengthen learning consciousness and motivation;Strengthen self-management and monitoring;Improve communication and cooperation ability;Optimize their own learning strategies;Enrich the form of self-evaluation.Kindergartens should coordinate learning time and learning resources;Create a high-quality platform and a good atmosphere;Perfect the evaluation system and incentive mechanism;Enhance the level of teachers and team cohesion.