社会地位，是社会成员在社会系统中所处的位置，亦为所受的尊敬程度。在我国优先发展教育的社会背景下，教师职业的社会地位是近来备受瞩目的一个重要话题。国家的进步离不开教育，教育的发展离不开教师，教师社会地位与教师队伍建设可谓息息相关。其中，幼儿教师与大、中、小学教师相比社会地位偏低，应该给予更多的关注。本研究以教育学和社会学相结合的视角，通过实证的研究方式，探索了幼儿教师对自身社会地位的判断——主观社会地位及其与职业认同之间的关系。在广泛梳理文献的基础上，本研究自行编制了《幼儿教师主观社会地位问卷》和《幼儿教师职业认同问卷》，选取了48名教师进行预测，后选取北京市城区10所幼儿园183名教师进行正式调查，在问卷调查的基础上辅以访谈和文献研究法。本研究主体分为四部分：第一部分是问卷设计与分析，第二部分是对幼儿教师主观社会地位现状的分析，第三部分是幼儿教师职业认同状况的分析，第四部分是幼儿教师主观社会地位与职业认同关系的探讨。研究得出主要结论如下：1. 幼儿教师主观社会地位结构要素包括权益保障、社会认同、职业内涵三个维度。幼儿教师职业认同结构要素包括职业情感、职业动力、职业目标三个维度。2.幼儿教师主观社会地位状况：（1）幼儿教师的整体主观社会地位处于中等水平，其中权益保障感和社会认同感集中在中、下水平，对职业内涵认可度集中在较高水平。幼儿教师在幼儿园范围内的地位感分布趋于中层以下。（2）幼儿教师整体主观社会地位在年龄、教龄、职称、办园性质、岗位性质上差异显著。幼儿教师园内地位在教龄、学历、职称、岗位类别、岗位性质、收入水平上有显著差异。（3）幼儿教师整体主观社会地位的影响因素包括国家政策的制定和保障水平，社会对学前教育和教师的了解和认识，教师自身的素质和修养，以及传统文化的影响。幼儿教师园内地位主要受自身素质、工作性质和参与管理程度的影响。 3.幼儿教师职业认同状况：（1）幼儿教师总体职业认同程度较高，表明幼儿教师对职业角色和特征具有良好的认识。在职业认同的三个维度中，职业动力高于职业情感和职业目标，表明幼儿教师在工作动力上强于情感认同和工作目标。（2）不同岗位类别的幼儿教师在总体职业认同感上存在差异；不同教龄、学历、园所性质和岗位类别的幼儿教师在职业目标维度上存在显著差异，资历越高、岗位层次越高、工作保障性越高的教师职业目标感越高。4.幼儿教师主观社会地位与职业认同的关系：（1）幼儿教师的主观社会地位与职业认同具有极其显著的正相关，各维度之间也具有较强的相关性。（2）主观社会地位的职业内涵、社会认同维度对职业认同具有预测作用。提高幼儿教师的主观社会地位有助于提升幼儿教师的职业认同感。基于以上研究结果，本研究最后提出应从宏观和微观环境的改造出发提高幼儿教师的社会地位。宏观上革新传统观念、国家政策环境、人才培养制度，以促进全社会对幼儿教师的重视与尊敬；微观上改革幼儿园管理体制，促进民主平等的管理氛围，以提升教师的参与感和内在价值感。

Social status is the position of individuals or groups in the society, and also is the degree of respect from others. In the social context of giving priority to the development of education in China, social status of teachers is an important topic recently. The progress of the country is related to education, the development of education is related to teachers, and the preparing of teachers is related to the social status of teachers. Among the teachers, preschool teachers is a special group, they are at the edge of the occupational groups whose social status is in a relatively poor state. In this study, we use a combination of education and sociology perspective, exploring the judgment of the preschool teachers of their own social status-the Subjective Social Status, and its relationship between their Professional Identity through a quantitative research.Based on the extensive analysis of the literature, we made the Subjective Social Status Questionnaire and Professional Identity Questionnaire for preschool teachers. 48 teachers were selected to do the pretest before the formal investigation of 183 teachers from 10 different kindergartens in Beijing city. And the methods of interview and literature analysis were also be used in the research. This study is divided into four parts: the first part is design and analysis of the questionnaire; the second part is the analysis of the situation of preschool teachers’ Subjective Social Status; the third part is the analysis of the situation of preschool teachers' Professional Identity; the last part is the relationship between preschool teachers' Subjective Social Status and Professional Identity. The main conclusions are as follows:1. The structure of preschool teachers’ Subjective Social Status contains three dimensions: Rights Protection, Social Identity, and Occupational Content. The structure of preschool teachers’ Professional Identity contains three dimensions: Career Emotion, Career Motivation, and Career Goals. 2. The Subjective Social Status condition of preschool teachers: (1) Preschool teachers’ overall Subjective Social Status is poor, concentrated in the middle level, while the Rights Protection and Social Identity is concentrated in the middle and lower level, Occupational Content concentrated at a high level. Preschool teachers’ sense of status within kindergartens tends to be in the middle level and below. (2) The overall Subjective Social Status of preschool teachers is significantly different in age, teaching experience, job title, the kind of the kindergarten, and kind of post. Preschool teachers’ sense of status within kindergartens is significantly different in the teaching experience, diploma, job title, post category, and the income level. (3) Preschool teachers’ overall Subjective Social Status is affected by several factors, including the formulation of national policy and the level of protection, understanding from the society, teachers' quality, as well as the influence of traditional culture. Status within kindergartens is mostly affected by teachers’ quality, nature of work and the level of participation in management.3. Preschool teachers Professional Identity condition: (1) Preschool teachers' overall Professional Identity is at a high level, which shows that preschool teachers have a good understanding of professional roles and features of their work. For the three dimensions of Professional Identity, Career Motivation is higher than Career Emotion and Career Goals. (2) Teachers of different positions are different in the overall Professional Identity level. And their Career Goals are different in work experience, diploma, kind of kindergarten, and job categories. Preschool teachers with higher experience, higher positions, and higher security, get higher level in their sense of career goals.4. The relationship between Subjective Social Status and Professional Identity of preschool teachers: (1) Preschool teachers’ Subjective Social Status has a very significant positive correlation with Professional Identify, and a strong correlation also occurs between their dimensions. (2) Occupational Content and Social Identity can predict preschool teachers’ Professional Identity. So the development of Subjective Social Status can improve preschool teachers' Professional Identity.Based on the above findings, we bring up the ways to improve preschool teachers’ Subjective Social Status in transformation of the macro and micro environment. Macroscopic innovation is about traditional concept, national policy environment, personnel training system, to facilitate the attention and respect of the whole society on preschool teachers; microeconomic innovation is to reform kindergarten management system, promoting democratic and equal management environment to enhance teachers' sense of involvement and sense of intrinsic value.