ABSTRACT

This study aims to investigate preschool teacher-directors’ sense of professional isolation, and discover the origins of their isolation at work and coping methods. The qualitative paradigm was the research method. The sample comprised 25 preschool teacher-directors in public municipal preschools, and the semi-structured interview method was used. The findings of this study extend our understanding of preschool teacher’s sense of professional isolation, the origins of their isolation and the coping strategies they use to cope with their isolation such as professional support, professional cooperation, initiating educational projects, and professional development. The results demonstrate that professional strategies possessing aspects of shared leadership and pedagogy are the most effective.

摘要

这项研究旨在调查学前班主任的职业隔离感，并发现他们在工作中的隔离和应对方法的起源。定性范式是研究方法。该样本包括25个公立市政学前班的学前班主任，并使用半结构化面试方法。这项研究的结果扩展了我们对学龄前老师专业隔离感，他们隔离的起源以及他们用来应对孤立的应对策略的理解，例如专业支持，专业合作，发起教育项目和专业发展。结果表明，具有共同领导力和教学法方面的专业策略是最有效的。