青岛市幼儿教师职业认同的现状分析及对策研究

发布时间：2018-07-11 12:18

本文选题：幼儿教师 + 职业认同　；参考：《青岛大学》2014年硕士论文

【摘要】：职业认同对于教师来说,是促进其专业发展的内驱力,高职业认同度有利于幼儿教师的专业成长。本文主要揭示了青岛市幼儿教师职业认同特点,并根据人口统计变量的关联维数详细研究幼教行业,在对策研究的基础上开展了差异分析。研究结果表明：1.青岛市幼儿教师职业认同总体水平较高。2.幼教职业认同在幼儿园所在地区、老师年龄、工作年限、学历、职称、园所性质、收入等因素上存在差异。1)市南区的幼儿教师职业认同度高于其他区域；2)年龄在20-30岁的幼儿教师职业认同高于年龄在其他阶段的幼儿教师；3)教龄在0-1年间的幼儿教师职业认同度较高；4)“中专高职高中”学历水平的幼教职业认同分别高于其他水平的幼教；5)“小教二级”的幼儿教师职业认同程度高于其他级别的幼儿园老师；6)民办园里工作的老师其职业认同水平高于公办园里工作的老师；7)收入水平在1000元以下的老师其职业认同感不高。3.在有关职业认同的另外因素上,如“有没有担任行政职务”、“性别”等地方,幼儿园老师的职业认同感无显著差异。在本研究结果的基础上,提高青岛市幼儿教师职业认同的对策如下：1.强化政策支持,提升幼儿教师的社会地位；2.克服幼儿园老师的工作倦怠,提升其工作满意度；3.形成特色园本文化,加强人文关怀；4.根据幼儿教师专业发展的不同阶段,给予管理支持；5.鼓励幼儿园老师自我发展,引导其专业化自主提升。
[Abstract]:Professional identity is a driving force for teachers to promote their professional development, and high professional identity is conducive to the professional growth of preschool teachers. This paper mainly reveals the characteristics of professional identity of preschool teachers in Qingdao, and studies the preschool education industry in detail according to the correlation dimension of demographic variables, and carries out the difference analysis on the basis of countermeasure research. The results of the study show that 1: 1. The overall level of professional identity of preschool teachers in Qingdao is higher. 2. 2. The professional identity of kindergarten teachers in the kindergarten area, teachers' age, working years, academic qualifications, professional titles, the nature of the garden, income and other factors have differences .1) the degree of professional identity of preschool teachers in the Southern District is higher than that in other regions. 2) the professional identity of preschool teachers aged 20-30 years is higher than that of preschool teachers in other stages. 4) the professional identity of preschool teachers in "secondary vocational high school" is higher than that in other levels respectively (5) the degree of professional identity of kindergarten teachers in "primary secondary education" is higher than that of kindergarten teachers at other levels; 6) the teachers who work in the private garden have higher professional identity than those who work in the public garden. 7) the teachers whose income level is below 1000 yuan are not high. 3. There was no significant difference in the professional identity of kindergarten teachers in other factors of professional identity, such as "no administrative position", "gender" and so on. Based on the results of this study, the countermeasures to improve the professional identity of kindergarten teachers in Qingdao are as follows: 1. Strengthen policy support to improve the social status of preschool teachers. To overcome the job burnout of kindergarten teachers and improve their job satisfaction. Form the characteristic garden this culture, strengthen the humanities concern. According to the different stages of preschool teachers' professional development, give management support. To encourage kindergarten teachers to develop themselves and guide their professional self-improvement.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615

【引证文献】