研究生学历幼儿园教师职业认同状况探析

On Postgraduate Kindergarten Teachers’ Vocational Identity

近十年来,越来越多的研究生进入幼儿园工作,高学历幼儿园教师群体逐渐扩大。为更好地了解研究生学历幼儿园教师职业认同的状况,探析他们心路发展的历程,本研究基于范伦特的职业认同理论,采用质性研究方法,从职业承诺、补偿、满足感和胜任感四个维度对6位工作时间1~10年的研究生学历幼儿园教师进行深度访谈,运用NVivo9软件对语料进行三级编码分析,结果发现,研究生学历幼儿园教师具有高情感承诺、较强的留职意向和较高的规范承诺;补偿表现为拥有更多的薪酬、机会和荣誉;满足感来自于工作中良性的人际互动;胜任感在专业发展中逐步获得并不断增强。研究生学历幼儿园教师之所以表现出了较高的职业认同水平,一方面与她们追随个人兴趣,认同学前教育的重要性,期望通过实践实现自我价值有关,另一方面在于幼儿园通常为研究生学历教师提供了编制和较高的福利待遇等物质生活保障以及领导重视、同事尊重、幼儿热爱、家长认同等精神补偿。随着社会经济文化水平的提高,我国学前教育事业必然会需要越来越多的高学历幼儿园教师,幼儿园应营造良好园所文化并关注教师个性化职业成长,高校应更多注重培养高层次应用型人才,高学历幼儿园教师应坚信教师的专业价值与社会地位的不断提高。

In the recent decade,the number of postgraduate students who have chosen to work in kindergartens has increased,making the group of kindergarten teachers with high degrees gradually expandf.But by now,there are few studies on the vocational identity of this emerging group at home and abroad.Based on the theory of career identity by Vaillant,this research adopts qualitative research methods to conduct in-depth interviews with six postgraduate kindergarten teachers with working experience for 1 to 10 years from four dimensions:career commitment,compensation,satisfaction and competence.Meanwhile the software NVIVO 9 is applied to do a three-level coding analysis of the corpus.The results reveal that:postgraduate kindergarten teachers’career commitment is active and firmly based on rationality and emotion;their compensation is shown as more salaries,opportunities and honors;their satisfaction comes from positive interpersonal interaction;and their competency is continuously acquired and gradually defined in their career development.According to the results above,three suggestions are submitted.