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Career Plateauing among Chinese Kindergarten Teachers

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Bibliographic Details
Title: Career Plateauing among Chinese Kindergarten Teachers
Language: English
Authors: Yan Wang
Source: Science Insights Education Frontiers. 2024 20(1):3123-3147.
Availability: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Teacher Promotion, Career Planning, Job Satisfaction, Quality of Working Life, Work Environment, Teacher Attitudes, Preschool Teachers, Career Development, Professional Identity, Teacher Welfare, Foreign Countries
Geographic Terms: China
ISSN: 2644-058X
2578-9813
Abstract: Teacher career plateaus hinder the high-quality development of teaching staff. Based on a nationwide questionnaire survey on Chinese kindergarten teachers' career plateaus, this study developed a kindergarten teacher career plateauing structural model. The research findings indicate that overall career plateauing among Chinese kindergarten teachers is at a moderate level. The kindergarten teacher career plateauing model is best represented by the second-order single-factor/first-order three-factor structure, which consists of three dimensions: professional development, hierarchical, and emotional plateauing. Among these dimensions, emotional plateauing is most intensively perceived by teachers. Telltale signs of kindergarten teacher career plateauing range from stagnation of professional progress to losses of senses of meaning in work, constrained promotion of professional titles, slim chances of promotion to higher positions, fading positive emotional engagement, and increased negative workplace emotions. Implications of the study for building a professionalized preschool teaching force include emphases on teachers' long-range career planning and their agency in career advancement. Special attention should be paid to their emotional needs. [Note: The page range (3123-3148) shown on the PDF is incorrect. The correct page range is 3123-3147.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1414289
Database: ERIC
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  Data: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: Teacher career plateaus hinder the high-quality development of teaching staff. Based on a nationwide questionnaire survey on Chinese kindergarten teachers' career plateaus, this study developed a kindergarten teacher career plateauing structural model. The research findings indicate that overall career plateauing among Chinese kindergarten teachers is at a moderate level. The kindergarten teacher career plateauing model is best represented by the second-order single-factor/first-order three-factor structure, which consists of three dimensions: professional development, hierarchical, and emotional plateauing. Among these dimensions, emotional plateauing is most intensively perceived by teachers. Telltale signs of kindergarten teacher career plateauing range from stagnation of professional progress to losses of senses of meaning in work, constrained promotion of professional titles, slim chances of promotion to higher positions, fading positive emotional engagement, and increased negative workplace emotions. Implications of the study for building a professionalized preschool teaching force include emphases on teachers' long-range career planning and their agency in career advancement. Special attention should be paid to their emotional needs. [Note: The page range (3123-3148) shown on the PDF is incorrect. The correct page range is 3123-3147.]
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      – Text: English
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        PageCount: 25
        StartPage: 3123
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      – SubjectFull: Teacher Promotion
        Type: general
      – SubjectFull: Career Planning
        Type: general
      – SubjectFull: Job Satisfaction
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      – SubjectFull: Quality of Working Life
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      – SubjectFull: Work Environment
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Career Development
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      – SubjectFull: Professional Identity
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      – SubjectFull: Teacher Welfare
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      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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