Research On The Status Quo And Influencing Factors Of Preschool Teachers' Professional Achievement

The purpose of this study is to systematically explore the characteristics and influencing factors of early childhood teachers' professional accomplishment in order to enrich the research on accomplishment and improve the current situation that there are few studies on early childhood teachers' professional accomplishment.This study used questionnaires and interviews to gain an interpretive understanding of the inner experiences of early childhood teachers.In this study,280 early childhood teachers were selected as the subjects of the study.By distributing the "Early Childhood Teachers' Professional Achievement" scale,the current situation of early childhood teachers' professional achievement was understood in-depth.The data collected was analyzed using SPSS26.0,combined with early childhood teachers' interviews,and the current situation of early childhood teachers' professional achievement and the influencing factors were explored in-depth.Finally,the following conclusions were drawn.First early childhood teachers' overall sense of professional achievement is moderate to high.In the meantime,there were significant differences in teachers' professional achievement demographic variables in terms of teaching age,marital status,and job status.And the main influencing factors of early childhood teachers' career achievement include social treatment,organizational management behavior,occupational factors,early childhood teachers' professional development level,value orientation of teachers' achievement,and teachers' personality characteristics and psychological traits.Based on understanding the current situation of early childhood professional achievement,this study further analyzes the influencing factors of early childhood teachers' professional achievement and proposes targeted suggestions for enhancing early childhood teachers' professional achievement.In the first place,early childhood teachers need actively improve their own professional level;Strengthen self-management and enhance emotional management skills;Actively communicate with all parties to get support.In addition,Kindergarten provide collective and open learning opportunities and space for discussion to promote the professional development of kindergarten teachers;Kindergarten administrator establish appropriate assessment mechanisms and improve promotion channels for kindergarten teachers;The administrator organize actively everyday activities to increase the team centripetal force,cohesion,and execution of early childhood teachers;At the same time,actively organize parent activities to promote communication and a good relationship between home and family.There was a last aspect which is social should increase the number of early childhood teachers and improve the social security mechanism for non-staffed early childhood teachers;Next,society publicize the professional advantages of early childhood teachers and raise the social awareness level of early childhood teachers.