The Dual Identity of "Human Being" and "Teacher" at the Same Time -- A Qualitative Study of Young And Middle-Aged Early Childhood Teachers Leaving the Profession
Vol 6, Issue 3, 2023
VIEWS - 680 (Abstract) 43 (PDF)
Abstract
The quality of preschool education is related to the stability of the early childhood teaching force. With the help of qualitative research methods, the study analyzed the data of eight teachers who left the profession and explored the process of teachers leaving the profession, and found that the encounter between "settling down" and "professional feelings", the struggle for transformation between "professional feelings" and "the situation", and the struggle for transformation between "settling down" and "the situation" are all related to the stability of the early childhood education workforce. It was found that the encounter and tug-of-war between "settling down" and "professional feelings", the struggle for transformation between "professional feelings" and "the situation", and the rational weighing between "settling down" and "the situation" are the important factors affecting the departure from the profession. The essence is the tension between "teachers as human beings" and "human beings as teachers". Therefore, it is necessary to pay attention to the unity of "person" and "teacher", and to alleviate the problem of teachers leaving the organization by creating a fair, democratic and professional working atmosphere and strengthening the awareness of professional education.
Keywords
Full Text:
PDFReferences
1. Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Deepening the Reform of Teacher Squad Construction in the New Era [EB/OL]. (2018- 01- 20) [2019-05-12]. Available from: http://www.moe. gov.cn/jyb_xwfb/moe_1946/fj_2018/201801/t20180131_326148.html.)
2. Liu X. An empirical investigation of private kindergarten teachers' intention to leave their jobs - based on the analysis of organizational trust and employment relationship [D]. Nanjing Normal University, 2021:1.
3. Boe EE., Cook LH., & Sunderland RJ. Teacher turnover: examining exit attrition, teaching area transfer, and school migration. exceptional Children, 2008 75 (1): 7-31.
4. Zhou SY., Wang YZ., Li X. et al. The relationship between kindergarten teachers' academic qualifications and their intention to leave: The multiple mediating roles of induction adaptation and job satisfaction[J]. Psychological Development and Education, 2021(5): 675.
5. Xu J. Research on the phenomenon of teacher leaving in newly built inclusive private kindergartens-taking five kindergartens in Danyang City as an example[D]. Sichuan Normal University, 2019.
6. Zhang X. Hovering between holding on and fleeing-Narrative study of rural private kindergarten teachers' professional identity [D]. Bohai University, 2019.
7. Jennifer Sumsion. Becoming, being and unbecoming an early childhood educator:a phenomenological case study of teacher attrition[J]. Teaching and Teacher Education, 2002, (18): 869-885.
8. Children have education, the fundamental policy is to benefit all -- the interpretation of The State Council's report on the reform and development of preschool education. (www.gov.cn)
9. Structure of Full-time Teachers in Pre-school Education by Professional and Technical Positions and by Age - Government Portal of the Ministry of Education of the People's Republic of China (moe.gov.cn)
10. Goodson, I. Studying the teacher's life and work [M]. Teaching & Teacher Education, 1994, (10).
11. Shang J, You L, Ma C, et al. Nurse employment contracts in Chinese hospitals: impact of in-equitable benefit structures on nurse and patient satisfaction [J]. Human resources for health , 2014, 12(1):1-10.
12. Gong LJ. Bourdieu's theory of social practice [M]. Kaifeng: Henan University Press, 2009.
13. Gong LJ. Bourdieu's theory of social practice [D]. Nanjing Normal University, 2007.
14. Gong LJ. Bourdieu's theory of social practice[J]. Theory Exploration.2008,(6):59, 58, 60, 59.
15. Xie LZ, edited by Xie Lizhong, Synopsis of Western Sociological Masterpieces [M]. Jiangxi People's Publishing House, 2011:590, 589.
16. Wan Y. Research on the field, habitus, and capital role mechanism of rural young and middle-aged teachers' mobility [J]. Education and Economy, 2021, (6).
17. Cai CH, Zhang JH. What makes you mobile:A study of rural teachers' mobility capital change[J]. Ethnic Education Research.2019,(4):109.
18. Chen XM. Qualitative research methods and social science research [M]. Educational Science Press, 2006: 169.
19. Xi LL.Research on the current situation of kindergarten teachers' awareness of professional autonomy development at different stages of professional development [D]. Northwest Normal University, 2020:4.
20. Zhu XD. Teacher professional development theory research [M]. Beijing: Beijing Normal University Press, 2011: 50, 302, 300.
21. Xu YF. Research on the stages of professional development of kindergarten teachers and kindergarten teacher evaluation[J]. Education Guide: 2010,(6):74-77.
22. Li YH. Research on the career development of Dongxiang female teachers[D]. Northwest Normal University,2007.
23. Schutz PA. Emotion in education[C]. Academic Press, 2007: 223-258. Differences[D]. Henan University of Technology, 2020.
24. ZhaoJ.Analysis of Influencing Factors of Kindergarten Teachers' Burnout--Based on the Meta Perspective of Demographic Characteristics[J]. Modern Primary and Secondary Education. 2021, (4): 66.
25. Huang X, Wang G, Wang DL. The effects of organizational support and occupational stress on turnover intention among early childhood teachers: the mediating role of burnout[J]. Psychological and Behavioral Research, 2017(15)4: 528-535.
26. Huang MM, Chen LP, Guo LP, Zhao SY. The relationship between work-family conflict and early childhood teachers' intention to leave: the serial mediating role of professional identity and burnout[J]. Psychological and Behavioral Research, 2021, 19(5): 683.
27. Bourdieu. Cultural Capital and Social Alchemy - An Interview with Bourdieu [M]. Bao Yaming, Translation. Shanghai: Shanghai People's Publishing House, 1997:166, 202.
28. Ma HD. Understanding "cultural capital" [N]. Zhejiang Daily, 2006.
29. Zhao YD, Hong YB. Social Capital and Educational Acquisition: A Perspective on Network Resources and Social Closure [J]. Sociological Research, 2012(5): 47-69, 243-244.
30. Lin ZY, Wei SC. Teacher Development in the Perspective of Process Philosophy: Situation, Picture and Direction[J]. Journal of Teacher Education, 2023 (3): 23.
31. Gao ZH, Zhao C. Why is it so difficult to fulfill both work and family? An exploration based on work-family boundary theory, Journal of Psychology 2014, Vol. 46, No.4, 552-568 554.
32. Schmidt M & Datnow A. Teachers' sense-making about comprehensive school reform:The influence of emotions[J]. Teaching and Teacher Education, 2005, 21(8):949 -965.
33. Edwards JR. Person-environment fit in organizations:An assessment of theoretical progress[J]. The Academy of Management Annals, 2008(2) 167-230.
34. Ernst Cahill, Translated by Gan Yang. Humanism [M]. Shanghai: Shanghai Translation Publishing House, 2013: 10.
35. Ye L, Wang YL. Teacher Development: Creating a New World of Education in Becoming a Person - An Interview with Prof. Ye Lan of East China Normal University [J]. Journal of Teacher Education, 2021 (3): 9.
DOI: https://doi.org/10.24294/ijmss.v6i3.3055
Refbacks
- There are currently no refbacks.
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.