A Case Study Of Private Kindergarten Teachers' Working Hours And Their Allocation

How to improve the quality of private preschool education is an important issue of kindergarten education in our country.As an important participant in private preschool education,teachers are the breakthrough point of development.However,at present,private kindergarten teachers are faced with heavy work tasks,long average daily working hours,and teachers are tired of coping with work tasks,which hinders the professional development of teachers.Research on the working hours and distribution status of private kindergarten teachers is important and necessary for their professional development.The purpose of this research is to focus on working hours and reflect the difficulties encountered in the professional development of private kindergarten teachers at the time level.The research method selects the case study in qualitative research,and selects the teachers of E kindergarten as the case.There are three specific contents of the research: 1.Analysis of the working time structure and distribution of E kindergarten teachers;2.Analysis of difficulties encountered by E kindergarten teachers during their working hours;3.The forming factors of the predicament of kindergarten teachers' working hours and the corresponding improvement suggestions are put forward.The research data was collected by three methods: observation,interview,and document collection.For the collected teachers' time affairs,the main axis coding is carried out,and finally it is concluded that the working time of E kindergarten teachers is composed of four parts:professional knowledge learning time,teaching activity practice time,cooperation and mutual assistance time and transactional work time.In terms of time allocation,the focus of allocation in the plan is directly oriented towards young children,and there are differences in the allocation of working hours for teachers of different age groups.In practice,teachers' working time allocation has the situation of “tone change” and extension.From the analysis of length,rhythm,and density,E kindergarten teachers' working time distribution has the characteristics of long working hours,institutionalization and flexibility,trivialization.Based on the review of E kindergarten teachers' working hours and their current distribution status and self-time perception,the study extracts the three-fold working time dilemma faced by teachers: 1.Loss of time allocation rights,external work affairs disturb teachers' personal time;2.The deviation of the time focus,the heavy desk work and the endless variety of activities and the creation of the environment make the teacher's working time deviated from the child-oriented focus;3.The quality of time needs to be improved urgently,and teachers often take a perfunctory attitude in professional knowledge learning time coping;the practice time of teaching activities falls into the dilemma of repeated cycles and difficult to break through;teachers are often in a passive state during cooperation and communication time;transactional work time consumes a lot of teachers' energy and work enthusiasm.Finally,based on the theory of time and social structure,this paper reflects on the reasons for the formation of E kindergarten teachers' working time dilemma from three aspects: individual teachers,kindergarten organizational factors,and social factors: 1.Teachers' own time allocation awareness and ability are weak;2.There is a deviation in the interaction time between managers and teachers;3.The “involution” between private kindergartens brings a time burden,and the“alienation” of technology further extends the working hours of teachers.Based on these,the study puts forward the following three suggestions: 1.Activating teachers' time subject awareness and improving their time allocation ability;2.Returning teachers' time allocation rights and rationally allocating workload;3.Reflecting on teachers' time focus and letting teachers return to their standard roles.