Survey On The Psychological Capital Of Preschool Teachers In City S

Psychological capital is a new type of capital based on positive psychology perspective to explore the content and management of individual’s inherent psychological advantage, having great value for individual’s growth and for organizations to achieve sustainable competitiveness. Teachers bear significant responsibility for training qualified personnel for the state and shaping students’ personality. The preschool teacher is an important force in the initial stages of education, as they have a significant impact on young children and early childhood education reform process. Preschool teachers’psychological capital status and exploration of the strategy of preschool teachers’ psychological capital development should be concerned.Through literature review, investigation, and mathematical statistics, this study combine the relevant researches of psychological capital, using the revised Chinese Indigenous Psychological Capital Scale to investigate the 432 preschool teachers of City S as an example. According to the analysis of data collected, this study discussed the current situation and characteristics of preschool teachers’ psychological capital and explored the antecedent variables and outcome variables behind it, and give sugggestions for managing, developing and exploring preschool teachers’ psychological capital.The main conclusions of this study are as follows:1. The mean points of preschool teachers’ psychological capital is 5.07 (scores range from 1 to 6), higher than the middle level. Task-oriented psychological capital level is above the level of relationship-oriented psychological capital. The eight factors of psychological capital in descending order of score is:modesty and sincere> respecting and courtesy> thanksgiving and dedication> toleration and forgiveness> resiliency and perseverance> optimistism and hope> spirit of enterprise and diligence> self-confidence and courage.2. There is no remarkable difference in task-oriented and relationship-oriented psychological capital among preschool teachers of different marital status and age. Teaching ages, education, and income bring significantly difference in their psychological capital. Kindergarten classes and subjective social support can affect preschool teachers’ level of psychological capital.3. Preschool teachers’ psychological capital can significantly affect their job involvement, job performance, job burnout, job satisfaction and professional commitments, and can explain 48.5%,33.8%,18.4%,22.3% and 21.8% of the above outcome variable each. The interpretation degree of preschool teachers’ relationship-oriented psychological capital on job involvement, job burnout, job satisfaction and professional commitments is higher than that of their task-oriented psychological capital. The interpretation degree of preschool teachers’ task-oriented psychological capital on job performance is higher than that of their relationship-oriented psychological capital.4. This study has explored the impact of various factors of preschool teachers’ psychological capital on the outcome variables.