| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系 === 107 === A high proportion of graduates of Early Childhood Care and Education Department choose to leave the child care profession learned for four years in college, and work in other fields after graduation, which tends to be so common. Therefore, this study takes the graduates of Early Childhood Care and Education Department as the subjects to explore the reason why they leave the child care profession. It uses the semi-structured in-depth interview of qualitative research to explore the courses and processes of the subjects when studying in the Early Childhood Care and Education Department, as well as the career barriers for leaving the child care profession after graduation. The analysis for study results is as below:
Background and scenario factors of career barriers:
I. Personal background factors:
1. Competency: The kindergarten teachers and educare givers perceive they are not good at documentation work , which forms the work barrier.
2. Financial condition: The graduates of Early Childhood Care and Education Department don’t have savings.
II. Practical working conditions in the kindergarten:
1. Long working hours but low pay, 2. Heavy workload in the kindergartens; 3. Unbalanced teacher-student rate; 4. The kindergarten teachers perceive the lag between the practical work and the theories learned in college.
Psychological factors of career barriers:
1.Work stress: (1) The preparation of lesson and documentation work are the main stress sources for kindergarten teachers; (2) the pressure of professional growth; and (3) the pressure of integrated education.
2.Occupational views: (1) The preschool education work should receive the equivalent payment; (2) The preschool education work requires heavy workload but provides low payment and welfare; (3)By drawing conclusion from a part and referring to the negative experience, the rights and benefits of the kindergarten teachers will be affected more seriously.
Social factors of career barriers:
1. The kindergarten operator doesnt honor the commitment of providing better welfares for the kindergarten teachers with the intention to get married; 2. The kindergarten operator forces the pregnant teachers to resign.
Interpersonal factors of career barriers:
1. Interaction with colleagues: (1) The new educare givers perceive it is difficult to get into the team, and the senior teachers are too busy to provide instruction, so they can’t feel like a part in the team. (2)The kindergarten teachers have different views of education and work from that of others. (3) The colleagues oppose continuing education.
2. Interaction with supervisors: (1) The supervisor does not support continuing education; (2) The parent-teacher relationship considers the commercial interest; (3) The kindergarten teachers are terrified to interact with the supervisor.
3. Interaction with parents: (1) In case of complaints from parents, the kindergarten is not the side of teachers. (2) The parents and the kindergarten teachers have different educational concepts. (3) The parents doubt the age and qualification of the kindergarten teachers without trust. (4)The parent-teacher communication is not smooth.
4. Factor of family members: The family and the spouse dont support the early childhood education work.
Finally, some suggestions are proposed based on the study conclusions for the government, institutions, students studying in the Early Childhood Care and Education Department, kindergarten teachers and parents, as well as the future studies.
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