Developing a Model to Improve the Professional Competence of Rural Kindergarten Teachers in Guangxi

Abstract

The objectives of this research were: 1) to investigate components and indicators of the professional competence of rural kindergarten teachers, 2) to explore the existence condition, desired condition, and the priority needs of the professional competence of rural kindergarten teachers in Guangxi, and 3) developing a model to improve the professional competence of rural kindergarten teachers in Guangxi. The research methodology is divided into 3 phases: Phase 1: To investigate components and indicators of Professional Competence of Rural Kindergarten Teachers in Guangxi by using analysis and synthesis of Professional Competence of Rural Kindergarten Teachers in Guangxi from Principles, concepts, theories and related research. They were evaluation of suitability by five experts. The Expert 5 consisted of academics, educators and principals. Phase 2: Explore the existence condition, desired condition, and the priority needs of the professional competence of rural kindergarten teachers in Guangxi. 399 samples from rural Guangxi. The research tools are 5-point estimation scale questionnaire and interview outline. Phase 3: Developing a model to improve the professional competence of rural kindergarten teachers in Guangxi. The research tools were interview form and assessment form. The statistics used for data analysis were percentage, mean, standard deviation and need index.

The results of the study revealed that

1. There are 7 components and 23 indicators of rural kindergarten teachers' professional competence. The results of suitability evaluation of five qualified experts were at the highest level.

2. The conditions for the existence of professional competence of rural kindergarten teachers in Guangxi, it is presented at a medium level. The existence of desirable conditions for improving the professional competence of kindergarten teachers in rural Guangxi, it is presented at a very high level. Indicators of priority needs of professional competence of kindergarten teachers in rural Guangxi. From most to the lowest: 1) reflection and development competence; 2) environment creation and utilization competence; 3) game activity support and guidance competence.

3. In order to improve the professional competence of rural kindergarten teachers in Guangxi, a model was designed based on the modified values of PNI from previous survey studies. The model consists of 1) principles, 2) objectives, and 3) contents and methods, including 70% learning by doing, 20% learning from others, and 10% learning through courses. Methods of professional competence for rural kindergarten teachers in Guangxi, including work shadowing, mentoring, distribution, coaching, interpersonal networks, and training.4) Evaluation5) Conditions for success. The results show that the model is suitable and the feasibility fruit is very high.

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