Abstract

The development of early childhood teachers’ professional competence aims to equip them with accurate knowledge and understanding of learning management, as well as the ability to effectively organize learning experiences. The researcher is therefore interested in developing the professional competence of kindergarten teachers in rural areas with the objective of 1) To investigate components and indicators, 2) To explore the Current condition, desired condition, and 3) To develop a model to improve the professional competence of rural kindergarten teachers in Guangxi. This research was divided into 3 phases: Phase 1: To investigate components and indicators of the Professional Competence of Rural Kindergarten Teachers in Guangxi and five experts evaluated them for suitability purposive Sampling. Phase 2: To explore the Current condition, desired condition, and priority needs index of the professional competence of rural kindergarten teachers 399 samples from rural Guangxi multi-stage Sampling. Phase 3: Developing a model to improve the professional competence of rural kindergarten teachers in Guangxiand and five experts evaluated them for suitability purposive Sampling. The research tools were a questionnaire, evaluation form, and interview form. The statistics used were percentage, average, standard deviation, and analysis of the Priority Needs Index (PNI_modified). The results were found that 1. The components and indicators of the professional competence of rural kindergarten teachers. There are 7 components, and 23 indicators as followed; 1) Environment creation and utilization competence with 2 indicators, 2) Daily life organization and conservation competence, 3) Game activity support and guidance competence, 4) Educational activity design and implementation competence, 5) Incentive and evaluation competence, 6) Communication and cooperation competence, 7. Reflection and development competence. The results of the suitability evaluation of the highest level. 2. The current condition of the professional competence of rural kindergarten teachers at a moderate level. The desired conditions are presented at the highest level. The priority needs of professional competence of kindergarten teachers in rural Guangxi from most to the lowest: 1) reflection and development competence; 2) environment creation and utilization competence; 3) game activity support and guidance competence. 3. The model consists of 1) principles, 2) objectives, 3) contents and methods 4) evaluation, and 5) conditions for success. The results show that the model is useful and suitable, and the possibility of fruit is highest. The evaluation of a model of the Professional Competency of Rural Kindergarten Teachers in Guangxishowed that the model was useful and feasible for application at a highest.

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