幼儿园教师专业发展的阻碍因素及其消解——基于决策实验室分析法的发现

Obstructive Factors of Kindergarten Teachers’ Professional Development and the Digestion: A Survey Based on DEMATEL

高素质幼儿园教师队伍是学前教育健康优质发展的保障,有必要深入探究制约幼儿园教师专业发展的直接阻碍因素。本研究运用自编问卷调查来自5省21所公办园的210名教师对阻碍其自身专业发展的组织因素与个人因素及其强度的看法,然后运用决策实验室分析法(DEMATEL)确定了各因素的影响度、被影响度、原因度和中心度。结果表明,幼儿园组织维度的“绩效评估标准”“组织公平程度”“园领导风格”“组织奖励”“专业发展机会”等5个因素与教师个人维度的“教龄”“自身专业能力”等2个因素是幼儿园教师专业发展的直接阻碍因素。要消解这些阻碍因素,就需要从个人教龄与专业能力出发,完善“个性化”教师专业发展场域;从发展机会与组织公平出发,不断改善“园领导风格”,创建“公平化”教师专业发展场域;从优化组织奖励与绩效评估标准出发,创设“成长型”与“支持型”教师专业发展场域。

Highly-qualified kindergarten teachers are the basis for the development of high-quality kindergarten education,and it’s necessary to find out the factors that hinder kindergarten teachers’professional development directly.By using the method of Decision Making Trial and Evaluation Laboratory(DEMATEL),this paper investigated such obstructive factors and analyzed the influence degree,influenced degree,reason degree and centrality degree of each factor.The results showed that the main factors that obstruct the professional development of kindergarten teachers include professional development opportunity,performance evaluation standard,organizational fairness,organizational reward and kindergarten leadership style at the organizational level of kindergarten as well as the teaching age and professional ability of teachers at the individual level.It is suggested to construct an“organization-individual”field suitable for the personalized professional development of kindergarten teachers,in which system construction and evaluation reform should be emphasized to ensure the fairness of kindergarten and the professional development of teachers.