幼儿园教师是幼儿园教育事业中不可或缺的重要力量，而幼儿园教师的职业认同对幼儿园教师各方面的发展发挥着重要的作用。本研究的目的是通过对新疆地区A市幼儿园在编与非在编教师职业认同感的调查和分析，探讨该市在编与非在编幼儿园教师职业认同的现状，事业编制对教师职业认同带来的差异及其形成的原因，进而提出相应的建议和对策，以提升幼儿园教师的职业认同感。本研究运用了问卷法，调查了新疆地区A市在编与在编幼儿园教师的现状及其存在的差异，之后采用访谈法分析了新疆地区A市幼儿园教师职业认同存在差异的原因。研究得出以下几个结论：

（1）新疆地区 A 市幼儿园教师职业认同的平均值为3.95，总体处于中等偏上水平。职业认同水平由高到低依次为投入意愿（4.24）、情绪情感（4.23）、胜任情况（4.17）、人际支持（4.17）、职业目标（3.76）、持续承诺（3.12）。新疆地区 A 市幼儿园教师职业认同在年龄、教龄、职称、月收入、民族等人口学变量上，均无显著差异。

（2）新疆地区 A 市在编与非在编幼儿园教师的职业认同的平均值都在3.9 分以上，说明二者的职业认同均处于中等偏上水平。在职业认同的各维度上，大部分维度上二者均处于中等偏上水平，唯独在职业认同的持续承诺维度上非在编幼儿园教师的职业认同（2.94）显著低于在编幼儿园教师的职业认同（3.36）。

（3）新疆地区 A 市在编与非在编幼儿园教师的职业认同在总体及各维度上均无显著差异，但在职业认同的持续承诺维度上在编与非在编幼儿园教师之间存在差异，持续承诺维度的 p 值为 0.034，小于0.05。

（4）在编与非在编幼儿园教师职业认同存在差异的原因可以从内部因素和外部因素两个方面进行总结。内部因素相对于外部因素而言对在编与非在编幼儿园教师的职业认同产生的影响更大。

Kindergarten teachers are an important and indispensable force in kindergarten education, and their professional identity plays an important role in the development of kindergarten teachers in all aspects. The purpose of this study is to investigate and analyze the professional identity of kindergarten teachers in city A in Xinjiang Uygur Autonomous Regions by investigating the current situation of kindergarten teachers' professional identity in the city, the differences brought by staffing of public institution on teachers' professional identity and the reasons for its formation, and then to propose corresponding suggestions and countermeasures to enhance kindergarten teachers' professional identity. This study used the questionnaire to investigate the current situation of tenured kindergarten teachers and non-tenured kindergarten teachers in city A of the Xinjiang Uygur Autonomous Regions and the differences that exist between them, followed by the interview method to analyze the reasons for the differences in the professional identity of kindergarten teachers in city A of the Xinjiang Uygur Autonomous Regions. The study reached the following conclusions:

(1) The mean value of kindergarten teachers' professional identity in city A of Xinjiang Uygur Autonomous Regions is 3.95, which is generally slightly above average. The levels of professional identity, in descending order, were willingness to commit (4.24), emotions and feelings (4.23), competence (4.17), interpersonal support (4.17), career goals (3.76), and ongoing commitment (3.12). There were no significant differences in the professional identity of kindergarten teachers in city A of Xinjiang Uygur Autonomous Regions in terms of demographic variables such as age, teaching experience, job title, monthly income, and ethnicity.

(2) The mean scores of professional identity of both tenured and non-tenured kindergarten teachers in city A of Xinjiang Uygur Autonomous Regions were above 3.9, indicating that both were slightly above the average level of professional identity. On most of the dimensions of professional identity, they were both slightly above the average, except for the dimension of continuous commitment of professional identity, where the professional identity of non-tenured kindergarten teachers (2.94) was significantly lower than that of kindergarten teachers (3.36).

(3) There was no significant difference in the overall and all dimensions of professional identity between the tenured and non-tenured kindergarten teachers in city A of Xinjiang Uygur Autonomous Regions. However, there was a difference between the tenured and non-tenured kindergarten teachers in the continuance commitment dimension of professional identity, and the p-value for the continuance commitment dimension was 0.034, which was less than 0.05.

(4) The reasons for the differences in professional identity between tenured and non-tenured kindergarten teachers can be summarized in terms of both internal and external factors. Internal factors had a greater impact on tenured and non-tenured kindergarten teachers' professional identity than external factors.