研究生學歷幼兒園教師職業(yè)認同狀況探析

摘要： 近十年來,越來越多的研究生進入幼兒園工作,高學歷幼兒園教師群體逐漸擴大。為更好地了解研究生學歷幼兒園教師職業(yè)認同的狀況,探析他們心路發(fā)展的歷程,本研究基于范倫特的職業(yè)認同理論,采用質(zhì)性研究方法,從職業(yè)承諾、補償、滿足感和勝任感四個維度對6位工作時間1～10年的研究生學歷幼兒園教師進行深度訪談,運用NVivo9軟件對語料進行三級編碼分析,結果發(fā)現(xiàn),研究生學歷幼兒園教師具有高情感承諾、較強的留職意向和較高的規(guī)范承諾;補償表現(xiàn)為擁有更多的薪酬、機會和榮譽;滿足感來自于工作中良性的人際互動;勝任感在專業(yè)發(fā)展中逐步獲得并不斷增強。研究生學歷幼兒園教師之所以表現(xiàn)出了較高的職業(yè)認同水平,一方面與她們追隨個人興趣,認同學前教育的重要性,期望通過實踐實現(xiàn)自我價值有關,另一方面在于幼兒園通常為研究生學歷教師提供了編制和較高的福利待遇等物質(zhì)生活保障以及領導重視、同事尊重、幼兒熱愛、家長認同等精神補償。隨著社會經(jīng)濟文化水平的提高,我國學前教育事業(yè)必然會需要越來越多的高學歷幼兒園教師,幼兒園應營造良好園所文化并關注教師個性化職業(yè)成長,高校應更多注重培養(yǎng)高層次應用型人才,高學歷幼兒園教師應堅信教師的專業(yè)價值與社會地位的不斷提高。
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.