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Personality, Pedagogy, and Professional Growth in Outstanding Preschool Teachers: A Qualitative Case Study

Author(s)

Yun Zhu1, Di Zhang2,*

Affiliation(s)

1Teacher Education College, Hechi University, Hechi, Guangxi, China 2Physical Education College, Hechi University, Hechi, Guangxi, China * Corresponding Author

Abstract

This qualitative study employs thematic analysis to explore the personality traits, teaching competencies, and professional growth pathway of an exemplary preschool teacher through in-depth interviews. The participant was selected using a two-round nomination procedure: nine outstanding teachers recommended by interns from three kindergartens were initially identified, with one ultimately chosen as the case study subject. Analysis of interview transcripts yielded three core findings: exemplary preschool teachers (1) demonstrate compassion, patience, responsibility, and emotional regulation; (2) integrate child-centered design, diversified strategies, adept classroom management, and individualized guidance in teaching practice; and (3) develop professionally through overcoming challenges, leveraging support systems, and continuous learning-reflection cycles. The findings deepen the understanding of excellence in preschool teaching and provide empirical support for teacher professional development and education Strategy refinement.

Keywords

Preschool Teacher Professional Development; Personality Traits; Teaching Practice Competencies; Professional Growth Pathway

References

[1]Wu, Q., Wang, G., & Li, C. (2023). Relationship between quality of professional capacity building for kindergarten teachers and children's language development: the mediating role of kindergarten language education activities quality. Frontiers in Psychology, 14, 1219330. [2]Shen, Y. J. (2010). Current situation of patience among kindergarten teachers and its influencing factors. Journal of Early Childhood Education Research, (05), 66 - 68. https://doi.org/10.13861/j.cnki.sece.2010.05.020 [3]Hong, Y., Huang, J.,& Zhang, J. (2022). Relationship Between Emotional Labor and Mental Health in Preschool Teachers: Mediation of Psychological Capital. Frontiers in Psychology, 13, 707961.