A Study On The Current Situation Of Professional Character And Professional Self-efficacy Of Kindergarten Teachers And Their Relationship

Research has shown that professional self-efficacy as a belief has an important impact on teachers’ own professional identity and professional development.The formation of professional efficacy is a dynamic and changing process that is influenced by a variety of subjective and objective factors.Among the variables related to kindergarten teachers’ professional self-efficacy,there is a lack of exploration of professional character.The purpose of this study is to understand the current situation of kindergarten teachers’ professional character and professional self-efficacy,to explore the effects of different demographic variables on kindergarten teachers’ professional character and professional self-efficacy,to analyze the relationship between kindergarten teachers’ professional character and professional self-efficacy,and to make relevant suggestions based on this study to The relationship between kindergarten teachers’ professional character and professional self-efficacy was analyzed,and suggestions were made to improve kindergarten teachers’ professional character and professional self-efficacy.In this study,787 kindergarten teachers in Z province were selected and 747 valid questionnaires were collected using the self-administered "Kindergarten Teachers’ Professional Character Questionnaire" and the "Kindergarten Teachers’ Professional Self-Efficacy Questionnaire" revised by Jiaojiao Lin as the research instruments.The results of the study showed that.(1)The professional character of kindergarten teachers consists of professional responsibility,professional conviction,professional normative character,and professional autonomy.The self-administered Kindergarten Teachers’ Professional Character Questionnaire has good reliability and validity and is a valid tool for measuring kindergarten teachers’ professional character.(2)The professional character of kindergarten teachers was in the middle to upper level,and among the four dimensions of professional character of kindergarten teachers,the scores were,in descending order,professional normative character >professional responsibility character > professional autonomy character > professional belief character.(3)Demographic variables affect the professional character of kindergarten teachers.The professional character of kindergarten teachers differed significantly in terms of teaching experience,title,unit level,and monthly income level.(4)Kindergarten teachers’ professional self-efficacy was at the middle to upper level,and among the four dimensions of kindergarten teachers’ professional self-efficacy,the scores were in descending order: professional interpersonal efficacy > professional physical and psychological efficacy > professional technical efficacy > professional cognitive and developmental efficacy.(5)Demographic variables affect kindergarten teachers’ professional self-efficacy.There were significant differences in kindergarten teachers’ professional self-efficacy in terms of teaching experience,title,unit level,and monthly income level.(6)Kindergarten teachers’ overall professional character and its dimensions were significantly and positively related to their overall professional self-efficacy and its dimensions;professional character significantly predicted professional self-efficacy after controlling for demographic variables.The study found that kindergarten teachers have low levels of professional character and professional self-efficacy,low professional cognition and develop mental efficacy,and low professional beliefs of kindergarten teachers.Kindergar ten teachers should pay attention to new teachers and focus on their ideal beli efs;kindergarten teachers should strengthen their professional beliefs and profes sional identity;and they should firmly reflect on their own development.