A Study on Role Orientation and Professional Development of Early Childhood Teachers in Preschool Education in the Context of Big Data

Abstract

Abstract This research delves into how early childhood teachers’ understanding of their roles impacts their professional advancement, essential for developing and nurturing children. We gathered data from six kindergartens in G city, employing a multiple linear regression model to scrutinize factors influencing this relationship. Our approach involved separate hypothesis formulation and model building, complemented by validity checks via endogeneity and robustness tests using advanced statistical methods. The analysis highlighted the importance of teachers’ emotional connection to their work, with a notable regression coefficient of 0.403. It demonstrated that enhancing core literacy by 1% leads to a 0.154% increase in professional development levels. The findings advocate focusing on emotional engagement and core skills to foster excellence in early childhood education.