近年来，国家为了暂缓人口老龄化进程进而调整人口年龄结构，在不到十年的时间连续推出鼓励生育政策。为了配合优化生育政策，教育部会同各部门制定学前教育第四期行动计划等配套支持措施，进一步扩大普惠性学前教育资源。因此，政府投入大量资金和精力新建或扩建幼儿园，幼儿教师需求持续增长，幼教专业毕业生供不应求。师资力量严重短缺导致大多数幼儿园通过降低入职门槛的方式来聘用体制外教师。幼儿园师资水平良莠不齐，教师队伍构造不合理成为普遍现象。

与此同时，针对个别幼儿园所发生的极端虐童事件，媒体构建了幼儿园教师的负面形象，幼儿园教师被污名化。在这样的背景下，深入探讨和研究幼儿教师目前的职业认同情况，考察影响他们职业认同水平的因素，为教育管理部门及幼儿园管理提供相应的策略是很有必要的。本研究以北京市D区某公立幼儿园5位教师为研究对象，通过半结构化访谈的方式，使用质性研究的方法，从教师的最初择业初衷入手，逐步深入了解他们职业认同的现状以及影响职业认同构建的主要因素。

研究发现，幼儿教师在构建职业认同的过程中存在对自我选择再认同的需求、被认可的需求、自我生长的需求和获得感的需求，因此研究者将幼儿教师职业认同划分为职业决策认同、职业价值、职业成长和职业收益四个维度，并发现这四个维度直接影响了教师对职业的持续的热情和投入的态度。同时，又通过社会交换理论的互惠原则分析，得出教师需要在这四个维度中分别从自我、工作对象、组织及家庭中得到相对等或者更多的回报，这样才能使得幼儿教师职业认同向着良性的方向发展与构建。据此，研究者提出了改善幼儿教师社会交换的不利处境以及提高他们职业认同的意见建议，把关择业动机，让决策认同点亮职业起点；优化情感劳动，让职业价值得以实现；巩固组织信任，让职业成长保有空间；放大投入价值，让职业收益清晰可见。

In recent years, in order to postpone the process of population aging, the government adjusted the age structure. In less than 10 years, the policies of encouraging fertility have been introduced continuously. In order to coordinate with the optimization of fertility policy, the Ministry of Education, together with various departments, has formulated the 4th Action Plan for Preschool Education and other supporting measures，further expanding inclusive preschool education resources. Therefore, the government has invested a lot of money and made efforts to build or expand kindergartens. The demand for preschool teachers is growing rapidly. As a result, the graduates who majored in preschool education are in short supply. There is a serious shortage of teachers. In most kindergartens, teachers outside the system are employed by lowering the entry threshold. The level of kindergarten teachers is uneven. The unreasonable structure of teachers has become a common phenomenon.

At the same time, in view of the extreme child abuse incidents in individual kindergartens, the media has constructed a negative image of kindergarten teachers. Kindergarten teachers are stigmatized. In this context. in-depth understanding of the status quo of preschool teachers’ professional identity. Examine the factors that affect their level of professional identity. It is necessary to provide corresponding strategies for educational management departments and kindergarten management. In this study, five teachers from a public kindergarten in Beijing were selected as the subjects. Semi-structured interviews were conducted using self-research methods. Starting from the original intention of teachers’ job selection, we gradually understand the current situation of their professional identity and the main factors affecting the construction of professional identity.

The study found In the process of constructing professional identity, preschool teachers have the need for self-selection, Recognized needs, the need for self-growth, and the need for a sense of acquisition. Therefore, the researcher divides the professional identity of preschool teachers into Career decision making identity, Professional value, Career growth. And occupational income. It is found that these four dimensions directly affect teachers’ continuous enthusiasm and attitude towards their profession. At the same time, through the analysis of the principle of reciprocity in the theory of social exchange. It is concluded that teachers need to get relative or more rewards from their own work objects and family organizations in these four dimensions. Only in this way can the professional identity of preschool teachers develop and construct in a benign direction. Accordingly, the researcher proposes to improve the disadvantage of preschool teachers’ social exchange. As well as suggestions to improve their professional identity. Check the motivation of choosing a job. Let decision-making identity light up the starting point of career. Optimize emotional labor. Let the professional value be realized. Consolidate organizational trust. Make room for career growth. Amplify the input value. Make career benefits visible.