本文選題：幼兒教師 + 職業(yè)認同��； 參考：《青島大學》2014年碩士論文

【摘要】：職業(yè)認同對于教師來說,是促進其專業(yè)發(fā)展的內驅力,高職業(yè)認同度有利于幼兒教師的專業(yè)成長。本文主要揭示了青島市幼兒教師職業(yè)認同特點,并根據(jù)人口統(tǒng)計變量的關聯(lián)維數(shù)詳細研究幼教行業(yè),在對策研究的基礎上開展了差異分析。 研究結果表明：1.青島市幼兒教師職業(yè)認同總體水平較高。2.幼教職業(yè)認同在幼兒園所在地區(qū)、老師年齡、工作年限、學歷、職稱、園所性質、收入等因素上存在差異。1)市南區(qū)的幼兒教師職業(yè)認同度高于其他區(qū)域；2)年齡在20-30歲的幼兒教師職業(yè)認同高于年齡在其他階段的幼兒教師；3)教齡在0-1年間的幼兒教師職業(yè)認同度較高；4)“中專高職高中”學歷水平的幼教職業(yè)認同分別高于其他水平的幼教；5)“小教二級”的幼兒教師職業(yè)認同程度高于其他級別的幼兒園老師；6)民辦園里工作的老師其職業(yè)認同水平高于公辦園里工作的老師；7)收入水平在1000元以下的老師其職業(yè)認同感不高。3.在有關職業(yè)認同的另外因素上,如“有沒有擔任行政職務”、“性別”等地方,幼兒園老師的職業(yè)認同感無顯著差異。 在本研究結果的基礎上,提高青島市幼兒教師職業(yè)認同的對策如下：1.強化政策支持,提升幼兒教師的社會地位；2.克服幼兒園老師的工作倦怠,提升其工作滿意度；3.形成特色園本文化,加強人文關懷；4.根據(jù)幼兒教師專業(yè)發(fā)展的不同階段,給予管理支持；5.鼓勵幼兒園老師自我發(fā)展,引導其專業(yè)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.
【學位授予單位】：青島大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G615

【引證文獻】

相關期刊論文 前1條

1 梁進龍;崔新玲;孫鈺華;;國內幼兒教師職業(yè)認同研究述評[J];陜西學前師范學院學報;2017年05期

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本文編號：2115177