GB早教机构教学员工胜任力提升策略研究
研究生姓名：傅婧
学科：工商管理
导师姓名：何昭红教授
研究方向：人力资源
年级：2020
摘要
随着早教市场的需求日趋增强，家庭教育受到重视，越来越多的家庭选择了让孩
子参加早教，因此早教机构教学员工胜任力问题引起了研究者的关注。目前关于早教
教学员工胜任力的研究还存在一些不足。对于建立完善的教学员工选拔、培养标准，
以及依照标准制定有效的考核激励制度等相关研究目前也不够完善。因此本研究聚焦
中国早教机构教学员工胜任力的提升问题进行研究。
本研究以 GB早教机构的教学员工为研究对象，采用文献分析法、行为事件访谈
法和问卷调查法等方法收集优秀教学员工胜任力特征。随后根据收集到的胜任力特征
条目进行教学员工胜任力行为自测问卷的编制，并通过对 250名教学员工的研究，采
用 SPSS检验所构建的胜任力模型的信度和效度，进而构建出符合早教机构的教学员
工胜任力模型。此模型为早教机构教学员工的选拔、培养、考核、激励以及职业生涯
规划提供了有力的依据。
通过上述研究结果表明：（1）GB早教机构员工胜任力在专业知识和基础素养、
课堂掌握、好学创新、课程设计、工作态度、沟通力及内驱力等 7个维度上存在问题。
（2）其背后存在原因包括：未制定统一的选拔标准、培训投入资金不足、教学员工
缺少精力与时间进行学习、缺乏符合机构发展的考核和激励政策和缺乏对员工职业生
涯规划。（3）针对这些问题提出以下提升措施：制定标准的选拔制度、体系化的教
学员工培养制度、完善的等级晋升考核制度，根据员工不同的等级阶段给予不同的支
持与反馈。本研究通过对早教机构教学员工胜任力模型的构建，有效地刺激了教学员
工的学习力与创新能力，提高了教学员工的内驱力；加强整体教学员工队伍建设，使
得市场竞争份额比例增大；为其他三线城市早教机构教学员工胜任力提升提供了帮助；
拓宽了胜任力在早教机构领域的研究。
关键词：胜任力模型；早教机构；教学员工；提升策略
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Research on competency promotion strategies of teaching staff in
GB early education institutions
Graduate student: Fu Jing
Supervisor: He Zhaohong
Major: Business Administration
Research direction: Human Resources
Grade: 2020
Abstract
With the increasing demand of early education market and the importance attached to
family education, more and more families choose to let their children participate in early
education. Therefore, the competency of teaching staff in early education institutions has
attacted the attention of researchers. At present, there are still some deficiencies in the
research on the competency of early education teaching staff. The researches on building
perfect teaching staff selection and training standards and formulating effective assessment
and incentive system according to the standards are also not perfect. Therefore, the thesis
focuses on the improvement of teaching staff competency in early education institutions in
China.
The thesis takes the teaching staff of GB early education institution as the research
object, andadopts the methodsof literature analysis,behavior eventinterview and
questionnaire survey to collect the competency characteristics of excellent teaching staff.
Then, according to the collected competency characteristic items, the self-test questionnaire
of teaching staff's competency behavior was compiled. Through the survey of 250 teaching
staff, SPSS is used to test the reliability and validity of the competency model, and then a
competency model of teaching staff in line with early education institutions is constructed.
This model provides a strong basis for the selection, training, assessment ,incentive and
career planning of teaching staff in early education institutions .
Through the above research,we draw the following conclusions. First ofall, the
competency of teaching staff has the following problems,which are classified into seven
dimensions: professional knowledge and basic literacy, classroom mastery, study innovation,
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curriculum desigh, work attitude, communication and internal drive. Secondly, the reasons
behind these problems include: lack of unified selection criteria, systematic and scientific
training and investment in training funds, teaching staff lack energy and time to study,lack
of systematic and scientific assessment and incentive systemand career planning for
employees. Thirdly, In view of these problems, the following improvement measures are put
forward: develop a standard selection system,a systematic teaching staff training system, a
perfect grade promotion assessmentsystem, and give different support andfeedback
according todifferent levels andstages of employees.Through theconstruction of
competency model of teaching staff in early education institutions, this thesis effectively
stimulates the learning and innovation ability of teaching staff, and improved the internal
drive of teaching staff. At the same time, it strengthens the construction of the overall
teaching staff, and increase the proportion of market competition. Besides, it provides help
to improve the competency of teaching staff in early education institutions in other third tier
cities. In addition, it broadens the research of competency in the field of early education
institutions.
Keywords: Competency model ;Early education institutions; Teaching staff; Upgrade
strategy
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