Effects Of Social Recognition, Intrinsic And Extrinsic Motivation, Migration Policies And Supportive Behavioral Conditions On Preschool Teachers In Guangxi Province, China

Abstract

This paper investigates the intricate interplay between social recognition, intrinsic and extrinsic motivation, as well as the behavioral conditions on the professional development among the preschool teachers in Guangxi Province, China. Recognizing the essential role in shaping the early children’s foundation in learning experiences, this study explores how these factors influence the educators’ growth and commitment to their profession. Building upon these factors, a conceptual framework aims to highlight the influences between these , emphasizing their combined impact on fostering effective professional growth among preschool teachers. With the specific context and population in Guangxi Province, this study aims to provide valuable into enhancing the professional development strategies for educators in China and potentially globally.